Student-Teachers's Mental Health: The Role of Cognitive- Emotional Regulation, Social Support and Academic Resilience With the Mediation of Sleep Quality

Document Type : Original Research

Authors

1 Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran.

10.48310/itt.2023.3285

Abstract

Abstract
Mental health is one of the most important aspects of human health, and today, evaluating its factors in student-teachers is a vital necessity. The present study aimed to predict the mental health of student-teachers based on cognitive-emotional regulation, social support, and academic resilience with regard to the mediating role of sleep quality. The research design was correlational and structural equations type. The statistical population includes all the student-teachers who were studying at Farhangian University of Kurdistan in 2022-2023, of which 400 were selected by stratified random sampling method. Data collection tools included a Multidimensional Index of Perceived Social Support, Cognitive-Emotional Regulation Questionnaire, Academic Resilience Questionnaire, Pittsburgh Sleep Quality Index and short form of Mental Health Questionnaire. Data analysis was performed by structural equation modeling through Spss-21 and Amos-21 software. The results showed that the variables of cognitive-emotional Regulation, social support, academic resilience and sleep quality had a direct and significant effect (P>0.01) on mental health in student-teachers. Also, cognitive-emotional regulation, social support and academic resilience through sleep quality had an indirect and significant effect on mental health (P>0.01). Considering the importance of mental health, targeting these four components in the education process of Farhangian University students can have a significant effect on increasing their mental health.

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Main Subjects

The Journal of Theory and Practice in Teachers Education

Articles in Press, Accepted Manuscript
Available Online from 11 November 2023

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History

  • Receive Date: 24 September 2023
  • Revise Date: 18 October 2023
  • Accept Date: 11 November 2023

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