Modeling of Self-regulation based on Cognitive Flexibility with Mediated Role of Psychological Hardiness in Students

Catherine Vaziri; Afsaneh Ghanbari Panah; Parisa Tajalli

Authors

Catherine Vaziri PhD Student of Educational Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran. Author https://orcid.org/0031-9475-3284-6006
Afsaneh Ghanbari Panah Assistant Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran. Author https://orcid.org/0031-9475-3284-6006
Parisa Tajalli Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran. Author https://orcid.org/0031-9475-3284-6006

Keywords:

Self-regulation, Cognitive Flexibility, Psychological Hardiness, Students

Abstract

Purpose: The aim of present research was determine the modeling of self-regulation based on cognitive flexibility with mediated role of psychological hardiness in students. Methodology: The present study was descriptive, correlational type. The research population was all secondary high school students of Tehran city in academic years of 2019-20, which from them 499 students were selected by step cluster sampling method. Data were collected by self-regulation questionnaire (Bouffard & et al, 1995), cognitive flexibility inventory (Dennis & Vander Wal, 2010) and psychological hardiness scale (Lang & Goulet, 2003) and analyzed by structural equation modeling method in SPSS-22 and Amos-21 software. Findings: The findings showed that the model of self-regulation based on cognitive flexibility with mediated role of psychological hardiness in students had a good fit. Also, cognitive flexibility on psychological hardiness and psychological hardiness on self-regulation had significant direct effect (P<0.001), while cognitive flexibility on self-regulation had not significant direct effect (P>0.05). In Addition, cognitive flexibility with mediated of psychological hardiness on self-regulation had significant indirect effect (P=0.009). Conclusion: Regarded to the results, school counselors and psychologists can via increasing cognitive flexibility and psychological hardiness directly and indirectly led to improve self-regulation of students.