This study investigated the moderating role of cognitive emotion regulation between parenting and academic adjustment. Participants were 400 university firs grade student (233girls &167 boys) of Shiraz University who were selected via random cluster sampling. Participants completed Alabama parenting Questioner, Cognitive Emotion Regulation Questioner and Academic Adjustment to College Questioner. Multiple regression statistical method with the use of Baron & Kenny steps (1986) was used. The results indicated that cognitive emotion regulation strategies (especially positive cognitive emotion regulation strategies) were a mediator between parenting and academic adjustment. It means that effective parenting increase the use of positive cognitive emotion regulation for academic adjustment of university students.
S, F., & H.CH, M. (2013). Moderating Role of Cognitive Emotion Regulation between Parenting and Academic Adjustment. Psychological Models and Methods, 3(11), 83-98.
MLA
F. S; M. H.CH. "Moderating Role of Cognitive Emotion Regulation between Parenting and Academic Adjustment". Psychological Models and Methods, 3, 11, 2013, 83-98.
HARVARD
S, F., H.CH, M. (2013). 'Moderating Role of Cognitive Emotion Regulation between Parenting and Academic Adjustment', Psychological Models and Methods, 3(11), pp. 83-98.
VANCOUVER
S, F., H.CH, M. Moderating Role of Cognitive Emotion Regulation between Parenting and Academic Adjustment. Psychological Models and Methods, 2013; 3(11): 83-98.
)
