The Mediating Role of Academic Emotions in the Relationship between Self- regulation and Academic Resilience for Graduated students

Document Type : Original Article

Author

Doctor of Educational Psychology Faculty of Graduate Studies of Education - Cairo University - Egypt

Abstract

            The current study aimed to investigate the causal relationship between achievement emotions as a mediating variable between self-regulation and academic resilience among postgraduate students. The sample of the study consisted of (447) students. The researcher used the achievement emotions scale, the self-regulation scale prepared by her, and the academic resilience scale prepared by (Cassidy: 2015) translated by the researcher. The results of the study showed that there is a positive and significant correlation between the dimensions of positive achievement emotions and self-regulation, while there is a significant and negative correlation between negative achievement emotions and organization, and there is a significant and positive correlation between positive achievement emotions and the dimensions of academic resilience (perseverance, meditation ), And a negative relationship with the (negative impact) dimension of the academic resilience scale, but there is a significant and negative correlation between the negative emotions of achievement and the two dimensions of academic resilience (perseverance and meditation). And a positive relationship with the dimension of the (negative impact) of the academic resilience scale, and there is a significant and positive correlation between the dimensions of self-regulation and the two dimensions (perseverance and reflection) of academic resilience. And a negative relationship with the dimension of the negative impact of the academic resilience scale, On the other hand, the results showed that Academic emotions mediate the relationship between self-regulation and academic resilience.

Keywords

Main Subjects

References

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