Parvin Salarichine; Fatemeh Mehrabifar
Abstract
Background Quality of school life is defined as the well-being and general satisfaction of students in terms of the positive and negative experiences in school activities. The present ...
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Background Quality of school life is defined as the well-being and general satisfaction of students in terms of the positive and negative experiences in school activities. The present study aims at investigation of the effect of difficulty in emotional regulation on the quality of school life of high school girl students. Materials and Methods The research method was descriptive correlation using structural equations. The statistical population of the study is 4,734 high school girl students in Kerman, Iran, in 2018-2019. The sample size was determined to be 353 by Cochran's formula using random cluster sampling method. The Ainley and Burke’s School Quality of Life Questionnaire and the Gratz and Roemer’s Difficulty in Emotion Regulation Scale (DERS) were used to collect data. The validity of the questionnaires was calculated and confirmed using factor analysis and the reliability was calculated using Cronbach's alpha. The data were analyzed using descriptive and inferential statistical indicators, including simple regression, structural equation modeling and confirmatory factor analysis, using SPSS software version 16.0 and AMOS software version 22.0. Results Data analysis through structural equation modeling of the results showed the effect of the difficulty in emotional regulation on quality of school life (β=0.32, p <0.001) is significant and inverse and the effect of components of difficulty in emotional regulation on quality of school life is significant and inverse (p <0.001). Conclusion According to the results, the components of difficulty in emotional regulation have significant and inverse effects on the quality of school life and also there is a significant and inverse effect between the components of difficulty in emotional regulation with quality of school life.
