modeling of self-regulation based on cognitive flexibility with mediated role of psychological hardiness in students

Purpose: the aim of present research was determine the modeling of self-regulation based on cognitive flexibility with mediated role of psychological hardiness in students. methodology: the present study was descriptive, correlational type. the research population was all secondary high school students of tehran city in academic years of 2019-20, which from them 499 students were selected by step cluster sampling method. data were collected by self-regulation questionnaire (bouffard & et al, 1995), cognitive flexibility inventory (dennis & vander wal, 2010) and psychological hardiness scale (lang & goulet, 2003) and analyzed by structural equation modeling method in spss-22 and amos-21 software. findings: the findings showed that the model of self-regulation based on cognitive flexibility with mediated role of psychological hardiness in students had a good fit. also, cognitive flexibility on psychological hardiness and psychological hardiness on self-regulation had significant direct effect (p<0.001), while cognitive flexibility on self-regulation had not significant direct effect (p>0.05). in addition, cognitive flexibility with mediated of psychological hardiness on self-regulation had significant indirect effect (p=0.009). conclusion: regarded to the results, school counselors and psychologists can via increasing cognitive flexibility and psychological hardiness directly and indirectly led to improve self-regulation of students.