Document Type: Original Article
Assistant Professor, Department of Educational Sciences, Farhangian University, Fars, Iran
The aim of this study was to explain the mediating role of happiness in the relationship between self-regulated learning strategies and social adjustment. The research method was an applied one in terms of purpose and descriptive and correlational one in terms of nature. The statistical population included all 180 sixth grade elementary students of Marvdasht city who were selected to determine the sample size by random sampling of multi-stage clusters. Data collection tools included three Oxford happiness questionnaires, Sohrabi and Samani's social adjustment, and Pintrich's self-regulatory learning strategies, which confirmed the validity and reliability of the tools. The collected data were analyzed at two levels (descriptive statistics and inferential statistics). At the level of descriptive statistics, the mean and standard deviation were used, and at the level of inferential statistics, Pearson correlation coefficient significance test and multiple regression analysis were used through simultaneous and Baren-Keny hierarchical ways. The results indicate that happiness plays a significant mediating role in the relationship between emotion regulation (motivational beliefs) and social adjustment.
Keywords: self-regulation strategies, happiness, social adjustment, students