TY - JOUR ID - 67723 TI - Examining the mediating role of cognitive emotion regulation in the relationship between perceived parenting style dimensions and academic achievement JO - International Journal of Behavioral Sciences JA - IJBS LA - en SN - 2322-1194 AU - AminAbadi, Zahra AD - Y1 - 2011 PY - 2011 VL - 5 IS - 2 SP - 109 EP - 117 KW - Cognition Emotion Regulation KW - Parenting Style Dimension KW - academic achievement KW - adolescence DO - N2 - Introduction: The present study aimed to investigate the mediator role of cognitive emotion regulation in the relationship between parenting style dimensions and academic achievement.Method: In a correlation study, 460 adolescent students (224 girls & 236 boys) were selected via random ratio cluster sampling from Karaj high schools. Data were collected by means of Perceived Parenting Style dimensions and Cognitive Emotion Regulation Questionnaire and judged by grade point average (GPA). To analyze the data, path analysis, regression, and correlation coefficient were employed.Results: Result revealed that the cognitive emotion regulation has a very little mediator role between perceived parenting dimensions and grade point average and warmth is a better predictor for grade point average than control.Conclusion: Perceived parental warmth has a positive relationship with adolescent's cognitive emotion regulation and academic achievement. In contrast with perceived raising dimension, it persuades adolescents to improve. This study, like many other similar ones, stresses the significant role of parental warmth in adolescents' academic achievement. UR - https://www.behavsci.ir/article_67723.html L1 - https://www.behavsci.ir/article_67723_65002e359d61de49fa37e96272e03e83.pdf ER -