Predicting Academic Disengagement of Secondary School English Language Learners Based on Parental Perfection-ism: The Mediating Role of Emotional Regulation

Document Type : Original Article

Authors

1 Ph.D. student in Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Khuzestan, Iran

2 Assistant Professor of English Language Teaching, Department of English, Faculty of Humanities, Salman Farsi University of Kazeroun, Fars, Iran.

10.22091/jrim.2024.11386.1106

Abstract

The aim of this study was to predict academic disengagement in English language learners at the secondary level based on parental perfectionism, with the mediating role of emotional regulation. The research method (descriptive-correlational) involved regression analysis (prediction). The population of this study consisted of all English language learners at the secondary level in language centers in Ahvaz who were engaged in learning English during the academic year 2023-2024. The sample consisted of 130 learners and their parents, selected through random cluster sampling. The data collection tools included the Parental Perfectionism Questionnaire by Terry-Short and colleagues (1995), Pekrun Academic Burnout Questionnaire by Pekrun and colleagues (2002), as well as the Emotional Regulation Questionnaire by Gross and John (2003). Descriptive and inferential statistics were used for data analysis, employing SPSS version 24. The findings indicated that academic disengagement in English language learners can be predicted through parental perfectionism and the mediating role of emotional regulation. In other words, parental perfectionism indirectly affects academic disengagement through emotional regulation. Furthermore, abnormal parental perfectionism leads to higher academic disengagement in learners. According to the results, 36% of the academic disengagement can be predicted by parental perfectionism and emotional regulation. Therefore, it can be concluded that negative parental perfectionism as well as the lack of emotional regulation skills contribute to increased academic disengagement.

Keywords

References

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Journal of research in instructional methods
Volume 2, Issue 3 - Serial Number 7
December 2024
Pages 115-140

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History

  • Receive Date: 27 September 2024
  • Revise Date: 24 November 2024
  • Accept Date: 17 November 2024

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