Relationship between early maladaptive schemas and academic resilience: the mediating role of cognitive emotion regulation

There are lots of educational challenges on the academic campus. Some people can overcome these challenges but others cannot. Academic resilience is the variable that helps to overcome educational challenges. On the other hand, early maladaptive schemas are inefficient cognitive and emotional patterns and can lead individual behaviors to a special direction. Based on these facts, this study is going to examine the relationship between early maladaptive schemas with academic resilience: the mediating role of cognitive emotion regulation.

This study is a descriptive-correlation. Its statistical population consisted of undergraduate and master students in Tehran who were studying in the academic year 1399-1400. Among these students, 201 students were chosen by sampling method available. In this study, online questionnaires in social media are used, because the prevalence of coronavirus. These questionnaires include, Young Early Maladaptive Schema – short form (Yang, Klosko & Weishar, 2003), Academic Resilience (Samuels, 2004) and Cognitive Emotion Regulation questionnaire by Garnefski (2001). This questionnaire had good validity and reliability. The collected data were analyzed using SPSS and AMOS at the significance level of 0/05.

Data were analyzed by SEM and Bootstrapping method, the results showed that, early maladaptive schemas have a direct effect on the academic resilience and cognitive emotion regulation has an intermediate role between early maladaptive schemas and academic resilience.

Therefore, in order to prevent creation inefficient schemas and their destructive consequences, educating families in the direction of parenting quality, and the satisfaction of the basic needs and providing psychological services for psychological treatments are suggested.