The Role of Emotion Regulation Skills, Ambiguity Tolerance and Teacher Affective support in Students' Academic Self-Efficacy

The purpose of the present study was to predict Academic Self-Efficacy in students based on emotion regulation strategies, ambiguity tolerance, and teacher affective support. The research method was descriptive -correlation.  The study population included all high school boys students of Kermanshah city in 2021-2022 among them  195 students were selected as a sample by multi-stage random cluster sampling. Research questionnaires included: academic self-efficacy questionnaires (SES, Patrick et al, 1977), emotion regulation skills questionnaires (ERS, Shields, Cicchetti, 1997), ambiguity tolerance questionnaires (ERS, Freston et al, 1994), and teacher Affective support questionnaires (TASQ, Sakiz, 2007). Data were analyzed by Pearson correlation coefficient and multiple regression. The results of multiple regression showed that ambiguity intolerance, teacher Affective support, and emotion regulation skills s can explain the 0.40 variance in academic self-efficacy in students (P <0.001). In general, it can be said that emotion regulation strategies, tolerance of ambiguity, and emotional support of the teacher predict students' academic self-efficacy, and through them, students' self-efficacy can be determined.