The Relationship between Emotional Regulation and Daring with Psychological Well-Being among High School Students' (A Case Study: Harris County High School Students)

Document Type : research paper

Authors

1 Research Assistant in Research Center for Disciplinary Sciences and Social Studies

2 Ph.D. Candidate in curriculum development, Bu-Ali Sina University, Hamedan, Iran

3 MA in clinical psychology, Islamic Azad University, Tabriz, Iran

4 MA in curriculum development, Bu-Ali Sina University, Hamedan, Iran

5 MA in clinical psychology, Islamic Azad University, Ahar, Iran

Abstract

The purpose of this study was to identify the relationship between emotional regulation and daring with psychological well-being among high school students. In this study, descriptive correlational research method was used. The target population was high school students in Harris County who were selected based on cluster sampling method. First, 320 students were selected according to Krejcie and Morgan table. Then, three questionnaires, including Garnefsky’s (2001) emotion regulation, Shering’s (1980) Daring questionnaire, and Ryff’s (1989) psychological well-being questionnaire, were used to collect the required data. The content validity of the questionnaires was checked and their reliability was estimated using Cronbach’s Alpha, which turned out to be 0/93, 0/90 and 0/92 respectively. Descriptive and inferential statistics such as mean, percentage, Kolmogorov-Smirnov test, Pearson correlation and multivariate regression were used to test the hypotheses. The results of Pearson correlation and multivariate regression tests showed that there is a significant relationship between emotional regulation and daring variables with the students’ 'psychological well-being and also it was found that emotional regulation and daring can account for about 67 percent of the students' psychological well-being total variance.

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