The mediating role of emotion regulation in the relationship between executive functions and self-regulations of gifted and nongifted students

Abstract

The main purpose of this study is to examine the mediating role of emotion regulation difficulties in the relationship between executive functions and self-regulation of students with and without in the Science and Art Center (SaC) (called BILSEM in Turkish) which trained gifted students at Turkey. The study is a descriptive study in which predictive correlational research, one of the types of correlational research model, is used. The study group of the research consisted of the students studying in the province of Istanbul in the 2020-2021 academic year. In the sample, 6,7 and 8th grade students who are gifted in SaC (59 females, 64 males in total 123) and those who are not in SaCs (89 males 95 females, 184) 6, 7th and 8th grade students are included. Appropriate sampling method was used for participation in the study. In the study, Behavioral Rating Inventory of Executive Function (BRIEF) Parent Form, Difficulties in Emotion Regulation Scale (DERS) and The Adolescent Self-Regulatory Inventory (ASRI) were used. In the research, the data were analyzed using the PROCESS macro plug-in of Hayes with the SPSS 20 package program.For the mediation model created in line with the results, Bootstrap method was used to see the indirect effects. In the study, also the moderated mediation effect model analysis was used to. İn result, the direct, indirect and total effects of emotion regulation difficulties were found to be statistically significant in the relationship between executive functions and self-regulation skills of secondary school students with and without in SaC. It has been observed that the moderated variable with and without in SaC or not a significant effect on the indirect effect.