Structural model of academic adjustment based on learning strategies and learning styles with the mediating role of cognitive emotion regulation strategies in university students

The purpose of the current research was to determine the mediating role of cognitive emotion regulation strategies in the relationship between learning styles and students' academic adjustment. The current research is descriptive-correlational in terms of methodology. The statistical population was all the students of Shahid Bahoner University in Kerman in the academic year of 2021-2022 (12614) and 693 (446 girls and 247 boys) of which were selected by a simple random sampling method. Kolb's Learning Style Inventory (LSI2, Kolb,1985), Motivational strategies for learning Questionnaire (MSLQ, Pintrich et al.,1993), Cognitive Emotion Regulation Questionnaire (CERQ, Garnefski et al.,2001), and Academic Adjustment Scale (AAS, Anderson et al., 2016) were used in data collection. To analyze the data, structural equation modeling was used. The findings indicated an adequate fit of the data to the proposed research model. The results also showed a direct relationship between learning strategies and learning styles with academic Adjustment (P<0.05) and a relationship between cognitive emotion regulation strategies and academic adjustment (P<0.01). Also, the Positive strategies of cognitive emotion regulation have mediated the relationship between learning strategies and learning styles with academic adjustment (P<0.01), and the negative strategies of cognitive emotion regulation have only mediated the relationship between learning strategies and academic adjustment (P<0.01). Based on the findings of this research, learning strategies, learning styles, and cognitive emotion regulation strategies should be considered as predictors of academic adjustment in learning-teaching methods and prevention programs by students, teachers, counselors, and university administrators.