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The Mediating Role of Resilience in the Relationship Between Emotional Awareness and Academic Emotions
Volume & Issue: Inpress
1 , Master’s in Educational Psychology, University of Mazandaran, Babolsar, Iran
2 , Associate Professor of Psychology, Department of Psychology, University of Mazandaran, Babolsar, Iran
Abstract :
Abstract: Emotions play a crucial role in various aspects of human life, including education and learning. Pekrun et al. (2003) introduced the concept of academic emotions, which include feelings such as joy, pride, anger, frustration, anxiety, and shame experienced in the classroom. Objective: This study aimed to predict academic emotions based on emotional awareness, considering the mediating role of resilience. Method: This correlational study utilized structural equation modeling. The statistical population included all undergraduate students at the University of Mazandaran during the 2023-2024 academic year. A total of 382 students were selected through voluntary sampling. The Academic Emotions Scale (Pekrun, 2005), the Connor-Davidson Resilience Scale (2003), and the Rieffe Emotional Awareness Questionnaire (2007) were administered online. Data analysis was conducted using SPSS, LISREL, and AMOS software. Results: Emotional awareness, with a standardized coefficient of 0.082, predicts academic emotions through the mediating role of resilience. Emotional awareness has a direct relationship with positive academic emotions and an inverse relationship with negative academic emotions. Conclusion: The findings indicate that emotional awareness predicts academic emotions through the mediating role of resilience. Higher emotional awareness leads to an increase in positive academic emotions and a decrease in negative academic emotions.
Abstract: Emotions play a crucial role in various aspects of human life, including education and learning. Pekrun et al. (2003) introduced the concept of academic emotions, which include feelings such as joy, pride, anger, frustration, anxiety, and shame experienced in the classroom. Objective: This study aimed to predict academic emotions based on emotional awareness, considering the mediating role of resilience. Method: This correlational study utilized structural equation modeling. The statistical population included all undergraduate students at the University of Mazandaran during the 2023-2024 academic year. A total of 382 students were selected through voluntary sampling. The Academic Emotions Scale (Pekrun, 2005), the Connor-Davidson Resilience Scale (2003), and the Rieffe Emotional Awareness Questionnaire (2007) were administered online. Data analysis was conducted using SPSS, LISREL, and AMOS software. Results: Emotional awareness, with a standardized coefficient of 0.082, predicts academic emotions through the mediating role of resilience. Emotional awareness has a direct relationship with positive academic emotions and an inverse relationship with negative academic emotions. Conclusion: The findings indicate that emotional awareness predicts academic emotions through the mediating role of resilience. Higher emotional awareness leads to an increase in positive academic emotions and a decrease in negative academic emotions.
Keywords :
Emotional Awareness, Resilience, Academic Emotions
Emotional Awareness, Resilience, Academic Emotions