Volume 23, Issue 27 (2-2025)
JNIP 2025, 23(27): 1-23 |
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Ahadi anbardan F, Karimisani P. Examining the Relationship Between Students' Components of Life Skills and Empathy with the Mediating Role of Parents' Emotion Self-Regulation. JNIP 2025; 23 (27) :1-23
URL: http://jnip.ir/article-1-1222-en.html
URL: http://jnip.ir/article-1-1222-en.html
2Department of Psychology, Faculty of Education and Psychology, Shabest branch, Islamic Azad University, Shabest, Iran.
Abstract: (38 Views)
This study investigated the relationship between the components of students' life skills and empathy with the mediating role of parents' emotion self-regulation. In this descriptive and correlational study, the statistical population included sixth-grade male and female students in Bostanabad city and their mothers in the academic year 1402-1403. Using the stratified random sampling method and the Cochran formula, 315 students were selected along with their mothers. Various questionnaires were used to collect data, including children's and adolescents' empathy, children's life skills, and cognitive emotion regulation. The data were also analyzed with Smart-PLS software. The findings showed that there is a significant relationship between the components of life skills and parents' emotion self-regulation. Also, life skills components such as social skills, self-regulation, and responsibility were also significantly related to empathy, while no relationship was observed between self-control and empathy. In addition, the results showed that parental emotion self-regulation is effective as a mediator in the relationship between life skills and children's empathy, and the obtained model has high validity. The results of this study emphasize the importance of the role of parental emotion self-regulation in the relationship between life skills and students' empathy.
Type of Study: Research |
Subject:
Special
Received: 2025/01/21 | Revised: 2025/03/6 | Accepted: 2025/03/4 | Published: 2025/03/11
Received: 2025/01/21 | Revised: 2025/03/6 | Accepted: 2025/03/4 | Published: 2025/03/11
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