Designing and Testing a Causal Model of Academic Adjustment Based on Behavioral Emotion Regulation with the Mediating Role of Mindfulness in Orphan and Poorly Supervised Students: A Descriptive Study

The educational, social, and psychological problems of Orphan and poorly supervised students need special attention. Therefore, the present study was performed with the aim of designing and testing the casual model of academic adjustment based on behavioral emotion regulation with the mediating role of mindfulness in orphan and poorly supervised students.

The method of the present study was descriptive. The statistical population of this study consisted of all orphan and poorly supervised students in Ardabil province during the academic year 2020-2021, of which 210 were selected via convenient sampling method and participated in this research. For data collection, the standardized questionnaire of academic adjustment of Sinha and Sink, Behavioral Emotion Regulation of Kraaij & Garnefski, and mindfulness of Brown and Ryan were used. The collected data were analyzed by Pearson’s correlation analysis and structural equations modelling.

The results showed that behavioral emotion regulation (β= 0.163) and mindfulness (β= 0.678) have a direct and positive effect on academic adjustment (p> 0.001). The results related to fit indices of the model also showed that mindfulness can mediate the relationship between behavioral emotional regulation and academic adjustment.

In general, mindfulness mediation can be confirmed in the relationship between behavioral emotion regulation and academic adjustment of orphan and poorly supervised students. According to the significance of the proposed model and confirming the mediating role of mindfulness, it is recommended to therapists and counselors in the educational field, in the first place, to examine and measure the important variable of emotion behavioral regulation and consider the important role of mediating variables.