Modeling the Causal Relationships between Reflective Thinking, Emotional Regulation, and psychological Flourishing among Special Education Workers

Document Type : Original Article

Author

Mental Health Department Faculty of Education Alexandria University

Abstract

The current research aims to reveal the optimal structural model that explains the relationships between reflective thinking, emotional regulation, and  psychological flourishing among graduate students working in the field of special education at the Faculty of Education - Alexandria University, as well as understanding and explaining the direct and indirect effects of reflective thinking, emotional regulation, and psychological flourishing. The sample consisted of (310) male and female students, and the research tools were represented in the reflective thinking scale prepared by Kember et al. (2000 Arabization and modification: The researcher, the emotional regulation scale prepared by / Marwa Mahmoud Ammar, Iman Mohammad Abbas (2021), the psychological flourishing scale prepared by the researcher, and the results concluded that  the research variables form a structural model that explains the causal relationships between reflective thinking as an independent variable, emotional regulation as an intervening variable, and psychological flourishing as a dependent variable in the research sample, and  the presence of a statistically significant direct effect of reflective thinking (understanding, contemplation) on emotional regulation (emotional awareness, emotional acceptance, emotional tolerance, organizational flexibility), and the presence of a statistically significant direct effect of emotional regulation (emotional awareness - emotional acceptance - emotional tolerance - organizational flexibility) on psychological flourishing, and the presence of a statistically significant direct and  indirect effect of the contemplation dimension as one of the dimensions of  reflective thinking on  psychological flourishing.

Keywords

References

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