The Mediating Role of Academic Self-Efficacy in the Relationship between Diffusion Academic Identity, Ambivalent Attachment Style and adaptive Cognitive Emotion Regulation Strategies in Students

Articles in Press

Document Type : Research Article

Authors

1 Ph.D Candidate in General Psychology, Semnan Branch, Islamic Azad University, Semnan, Iran

2 Corresponding author, Associate Professor, Department of Clinical Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran

3 Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran

Abstract

Objective: The purpose of the present study was to investigate mediating role of academic self-efficacy in the relationship between diffusion academic identity, ambivalent attachment style and adaptive cognitive emotion regulation strategies in students.

Methods: This was descriptive-correlation research. The statistical population was female students in Tehran city in year academic 2023-2024. The sample size was selected and with random cluster sampling of 600 students. Data collection tools include the social networking addiction scale (SNAS), academic identity status questionnaire (AISQ), revised version adult attachment scale (RAAS), cognitive emotion regulation questionnaire (CERQ) and academic self-efficacy questionnaire (ASEQ). Data were analyzed using Pearson correlation and structural equations modeling.

Results: The results showed direct effect ambivalent attachment style and adaptive cognitive emotion regulation strategies were significant on addiction to social networks. Also, the results showed that academic self-efficacy had a mediating role in relationship between diffusion academic identity, ambivalent attachment style and adaptive cognitive emotion regulation strategies with addiction to social networks.

Conclusions: Based on the results of this research, it is suggested that the relationship between these variables should be taken into consideration in interventions addiction to social networks in students.

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Biquarterly Journal of Cognitive Strategies in Learning

Articles in Press, Accepted Manuscript
Available Online from 05 January 2025

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