The mediating role of psychological flexibility and emotion regulation in the relationship between positive parenting schemas and psychological well-being in college students

Document Type : Research Article

Authors

1 Master's student in clinical psychology, Department of Psychology, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran

2 Assistant Professor, Gümüşhane University, Faculty of Literature, Department of Psychology, Gümüşhane, TURKIYE

3 Assistant Professor, Department of Psychology, Islamic Azad University, Neyshabor Branch, Neyshabor, Iran

10.22084/j.psychogy.2025.31230.2813

Abstract

Objective: The university period is one of the most stressful and challenging stages of life, accompanied by multiple academic, social, and personal changes. The present study aimed to investigate the mediating role of psychological flexibility and emotion regulation in the relationship between positive parenting schemas and psychological well-being among university students.
Methods: This descriptive-correlational study employed a structural equation modeling (SEM) design. The statistical population included all students of Islamic Azad University, Nishapur branch, during the second semester of 1402 (2023–2024), from which 250 students were selected through convenience sampling. Research instruments included the Acceptance and Action Questionnaire (Bond et al., 2011), the Positive Parenting Schema Questionnaire (Young, 2003), Ryff’s Psychological Well-Being Scale (1989), and the Emotion Regulation Questionnaire (Gross & John, 2003). Data were analyzed using descriptive statistics.
Results: Findings indicated that positive parenting schemas had significant effects on emotion regulation (r = 0.44), psychological flexibility (r = 0.33), and psychological well-being (r = 0.25). Additionally, emotion regulation (r = 0.17) and psychological flexibility (r = 0.32) significantly affected psychological well-being (p < 0.001). Emotion regulation (r = 0.07) and psychological flexibility (r = 0.10) also served as mediators in the relationship between positive parenting schemas and psychological well-being.
Conclusions: Based on the findings, positive parenting schemas can enhance students’ psychological well-being by promoting psychological flexibility and emotion regulation skills, thereby providing a foundation for their psychological and social growth.

Keywords

Main Subjects

References

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