The mediating Effects of Cognitive flexibility and Emotional Regulation Ability on the Relationship between Self-efficacy and School Life Adjustment of High School Students

The purpose of this study is to test the mediating effects of cognitive flexibility and emotional regulation ability on the relationship between self-efficacy and school life adjustment of high school students. For the research 300 high school students in Busan were surveyed and 261 students’ data were finally analyzed using SPSS. Correlation analysis was conducted to ascertain the relationship between each variable, and hierarchical multiple regression analysis was conducted to verify the mediating effects of the cognitive flexibility and emotional regulation ability. Bootstrapping was used on the final to prove whether there was an indirect effect of mediation variable was meaningful. The results of this study showed that there was a significant correlation between self-efficacy, cognitive flexibility, emotional regulation and school life adjustment of high school students. Cognitive flexibility partially mediated the relationship between self-efficacy and school life adjustment of high school students. Emotional regulation ability partially mediated the relationship between self-efficacy and school life adjustment of high school students. Therefore it is very important for high school students to improve their cognitive flexibility and emotional regulation ability in order to increase school life adjustment. The results of this study is significant in that it provides basic information for improvement in school life adjustment of high school students.