پنجشنبه 24 اردیبهشت 1405
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دوره 7، شماره 1 - ( 1-1405 )
جلد 7 شماره 1 صفحات 29-7 |
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Zandi H. (2026). Perceived Teacher Fairness as a Predictor of Students’ Well-being in Higher Education: The Mediating Role of Cognitive Emotion Regulation. johepal. 7(1), 7-29. doi:10.66224/johepal.7.1.7
URL: http://johepal.com/article-1-1636-fa.html
URL: http://johepal.com/article-1-1636-fa.html
(1405). Perceived Teacher Fairness as a Predictor of Students’ Well-being in Higher Education: The Mediating Role of Cognitive Emotion Regulation نشریه سیاست و رهبری آموزش عالی 7 (1) :29-7 10.66224/johepal.7.1.7
چکیده: (39 مشاهده)
The current study examined whether cognitive emotion regulation (CER) could mediate between fairness perceptions and university students’ subjective well-being (SWB). A cross-sectional study of Iranian students (N = 492; ages 18–52) 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 (β = .144, p = .006) and Mood Level (β = .147, p = .002). Notably, Positive Reappraisal strongly predicted both outcomes (βs = .465–.539), whereas Catastrophizing negatively predicted them (βs = −.239 to −.224). An analysis of indirect effects suggested that Fairness was related to higher SWB via greater Positive Reappraisal (βs = 0.066–0.076) and lower Catastrophizing (βs = 0.034–0.036). 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’ awareness of CER strategies.
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