The Relationship Between Mindful Parenting and Academic Buoyancy : The Mediating Role of Cognitive Emotion Regulation Strategies

The present study was conducted with the aim of investigating the relationship between mindful parenting and academic buoyancy in adolescents with the mediating role of cognitive emotion regulation strategies.

The participants of the research included 323 students of Shiraz city middle schools (174 girls and 149 boys) who were selected by multi-stage cluster random sampling. To examine the research variables the following questionnaires were used : The Academic Buoyancy Questionnaire (ABQ), Mindfulness in Parenting Questionnaire (MIPQ), and The Cognitive Emotion Regulation Questionnaire (CERQ). Confirmatory factor analysis method was used to check the validity of the questionnaires and Cronbach's alpha coefficient was used to measure the reliability.

The findings showed that mindful parenting has a direct effect on cognitive emotion regulation strategies (adaptive and maladaptive strategies) and academic buoyancy. adaptive and maladaptive strategies of cognitive emotion regulation also have a direct effect on academic buoyancy. Also, both adaptive and maladaptive dimensions of emotion regulation cognitive strategies had a mediating role between mindful parenting and academic buoyancy.

Based on the findings of this research, it can be concluded that in order to increase the academic buoyancy of students, attention should be paid to mindful parenting and cognitive strategies to regulate their emotions.