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Perceived Teacher Fairness as a Predictor of Students' Well-being in Higher Education: The Mediating Role of Cognitive Emotion Regulation
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DOI：10.66224/johepal.7.1.7.png)
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Abstract
En 中文
The current study examined whether cognitive emotion regulation (CER) could mediate between fairness perceptions and university students' subjective well-being (SWB). A cross-sectional study of Iranian students (N = 492; ages 18-52) was conducted employing Likert-type questionnaires focusing on teacher justice, SWB (consisting of Life Satisfaction and Mood Level), and CER. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used with a bootstrap sample of 5,000 to test parallel mediation by six CER strategies. The resulting trimmed measurement model indicated an acceptable fit (e.g., CFI = 0.909, RMSEA = 0.054). Perceived fairness had small-to-moderate direct effects on Life Satisfaction ((3 = .144, p = .006) and Mood Level ((3 = .147, p = .002). Notably, Positive Reappraisal strongly predicted both outcomes ((3s = .465-.539), whereas Catastrophizing negatively predicted them ((3s = -.239 to-.224). An analysis of indirect effects suggested that Fairness was related to higher SWB via greater Positive Reappraisal ((3s = 0.066-0.076) and lower Catastrophizing ((3s = 0.034-0.036). The model accounted for 36.5% of Life Satisfaction and 42.9% of Mood Level variance. These findings point to the importance of teacher justice practices in the classroom and have implications for both teacher training and raising students' awareness of CER strategies.
Keywords:
Teacher Fairness
Classroom Justice
Subjective Well-being
Cognitive Emotion Regulation
Positive Reappraisal
Catastrophizing
Higher Education
Journal
J
IF:
0.7
Papers:
22
Citations:
0
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Cited Papers