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چکیده فارسی: این پژوهش با هدف مدل­‌یابی خودتنظیمی هیجانی دانش‌­آموزان بر اساس فرایندهای ارتباطی خانواده و سازگاری آموزشگاهی با نقش واسطه‌­ای تاب­‌آوری انجام شده است. روش پژوهش حاضر از نوع همبستگی است که با استفاده از مدل‌یابی معادلات ساختاری انجام شده است. جامعه آماری پژوهش حاضر 209177 نفر، شامل همۀ دانش‌­آموزان پسر مشغول به تحصیل در دوره دوم دبیرستانهای تهران در سال تحصیلی 1400-1399 بودند که بر اساس قاعده استیونز نمونه‌­ای به حجم 385 نفر انتخاب و به پرسشنامه‌­های تنظیم شناختی هیجان گارنفسکی و کرایج (2007)، عملکرد خانواده اپشتاین و همکاران (1983)، جو مدرسه زولیگ و همکاران (2009) و تاب­آوری کانر و دیویدسون (2003)، پاسخ دادند. نتایج نشان داد که مدل خودتنظیمی هیجانی براساس فرایندهای ارتباطی خانواده و سازگاری با مدرسه با نقش اثرگذار تاب­آوری از برازشی مطلوب برخوردار است. یافته‌­ها نشان دادند که اثر مستقیم فرایندهای ارتباطی خانواده بر تنظیم مثبت هیجان (β=0/420 و0/001=P) و تنظیم منفی هیجان (β=-0/269 و0/001=P) معنادار است، اما اثر مستقیم سازگاری آموزشگاهی بر تنظیم مثبت هیجان(β=0/031 و0/05

Finding a Model for Students' Emotional Self-Regulation Based on Family Communication Processes and School Adaptation with the Mediating Role of Resilience

English Abstract: This study set out to find a model for students' emotional self-regulation based on family communication processes and school adaptation with the mediating role of resilience. The research method was correlational and structural equation modeling was utilized. The statistical population of the study was comprised of 209177 male students studying at senior high schools in Tehran in 2020-21 school year. According to Stevens rule, a total number of 385 students were selected and given the Cognitive Emotion Regulation Questionnaire (Garnefski & Kraaij, 2007), McMaster Family Assessment Device (Epstein et al.,1983), School Climate Questionnaire (Zullig et al., 2009) and the Conner-Davidson Resilience Scale (2003). Results demonstrated that the model of emotional self-regulation based on family communication processes and adaptation to school with the mediating role of resilience was a good-fitting one. Results also showed that the direct path coefficients between family communication processes and positive emotion regulation (β = 0.420 and P = 0.001) as well as negative emotion regulation (β = -0.269 and P = 0.001) were significant. However, the direct path coefficients between school adaptation and positive emotion regulation (β = 0.031 and P> 0.05) as well as negative emotion regulation (β = 0.661 and P> 0.05) were not significant. The results also revealed that the indirect path coefficients between family communication processes and positive emotion regulation (β = 0.270 and P = 0.001) as well as negative emotion regulation (β = -0.133 and P = 0.001) were significant. Indirect coefficients between school adaptation and positive regulation (β = 0.229 and P = 0.001) and negative regulation (β = -0.113 and P = 0.001) of emotion were also significant. Accordingly, family communication processes and school adaptation can affect students' emotion self-regulation.

Keywords: emotion regulation , family communication processes , school adaptation , resilience .