Modeling students' emotional self-regulation based on family communication processes, school climate, and psychological hardiness with the mediating role of resilience

The aim of this study was to model students' emotional self-regulation based on family communication processes, school climate and psychological hardiness with the mediating role of resilience. The research method was correlational and structural equation modeling. The statistical population of the present study was 209177 people, including all male students studying in the second year of high schools in Tehran in the academic year 1399-1400. Cognitive emotion Garnefski et al. (2001), Epstein et al.'s family functioning (1983), Zullig et al.'s (2009) school climate, Kobasa et al.'s (2002) psychological hardiness, and Conner and Davidson (2003) responsiveness. The results indicated that the model of emotional self-regulation based on family communication processes, school climate and psychological hardiness through resilience has a favorable fit. Also, the direct and indirect effect of family communication processes on positive emotion regulation was significant, but not on negative emotion regulation, and the direct effect of school climate on positive and negative emotion regulation was not significant, but the indirect effect of school climate on positive emotion regulation was significant. Also, the direct and indirect effects of psychological hardiness on positive and negative emotion regulation were significant. As a result of the findings of this research, family and school have an effect on the positive emotion regulation of students, and the characteristic of psychological hardiness has an effect on the positive and negative emotion regulation of students.