Examining the mediating role of cognitive emotion regulation in the relationship between perceived parenting style dimensions and academic achievement

Introduction: The present study aimed to investigate the mediator role of cognitive emotion regulation in the relationship between parenting style dimensions and academic achievement. Method: In a correlation study, 460 adolescent students (224 girls & 236 boys) were selected via random ratio cluster sampling from Karaj high schools. Data were collected by means of Perceived Parenting Style dimensions and Cognitive Emotion Regulation Questionnaire and judged by grade point average (GPA). To analyze the data, path analysis, regression, and correlation coefficient were employed. Results: Result revealed that the cognitive emotion regulation has a very little mediator role between perceived parenting dimensions and grade point average and warmth is a better predictor for grade point average than control. Conclusion: Perceived parental warmth has a positive relationship with adolescent's cognitive emotion regulation and academic achievement. In contrast with perceived raising dimension, it persuades adolescents to improve. This study, like many other similar ones, stresses the significant role of parental warmth in adolescents' academic achievement.