en تخصصي Special پژوهشي Research <div style="text-align: justify;"><span style="font-size:14px;"><span style="font-family:Source Sans Pro;"><span style="line-height:normal"><span lang="EN-US">The current study examined whether cognitive emotion regulation (CER) could mediate between fairness perceptions and university students&rsquo; subjective well-being (SWB). A cross-sectional study of Iranian students (N = 492; ages 18&ndash;52) was conducted employing Likert-type questionnaires focusing on teacher justice, SWB (consisting of Life Satisfaction and Mood Level), and CER. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used with a bootstrap sample of 5,000 to test parallel mediation by six CER strategies. The resulting trimmed measurement model indicated an acceptable fit (e.g., CFI = 0.909, RMSEA = 0.054). Perceived fairness had small-to-moderate direct effects on Life Satisfaction (&beta; = .144, p = .006) and Mood Level (&beta; = .147, p = .002). Notably, Positive Reappraisal strongly predicted both outcomes (&beta;s = .465&ndash;.539), whereas Catastrophizing negatively predicted them (&beta;s = &minus;.239 to &minus;.224). An analysis of indirect effects suggested that Fairness was related to higher SWB via greater Positive Reappraisal (&beta;s = 0.066&ndash;0.076) and lower Catastrophizing (&beta;s = 0.034&ndash;0.036). The model accounted for 36.5% of Life Satisfaction and 42.9% of Mood Level variance. These findings point to the importance of teacher justice practices in the classroom and have implications for both teacher training and raising students&rsquo; awareness of CER strategies.</span></span></span></span></div> Teacher Fairness, Classroom Justice, Subjective Well-being, Cognitive Emotion Regulation, Positive Reappraisal, Catastrophizing, Higher Education 7 29 http://johepal.com/browse.php?a_code=A-10-1692-1&slc_lang=en&sid=1 Hamed Zandi 10031947532846004331 10031947532846004331 Yes University of Zanjan