The mediating role of creative self-efficacy in the relationship between social intelligence and students' cognitive emotion self-regulation

 Because in stressful situations, how to regulate emotion is an important and necessary issue. Therefore, the present study aimed to mediate the role of creative self-efficacy in the relationship between social intelligence and cognitive emotion self-regulation.

The research was applied in terms of purpose and terms of data analysis method, it was a correlation. The statistical population of the study included all 9040 female high school students in Sari. The sample size was selected by 370 people using a multi-stage cluster random sampling method based on Krejcie and Morgan's table. Data were collected using the standard Begetto (2006) Creative Self-Efficacy Questionnaire, Silvera, et al.'s (2001) Social Intelligence Questionnaire, and Garnowski & Craig's (2007) Cognitive Emotion Self-Regulation. Spearman correlation coefficient and structural equation model with spss and pls software were used to analyze the data.

The results showed that social intelligence, directly and indirectly, affects students' cognitive self-regulation of positive emotions (Adaptive strategies) and negative (maladaptive strategies) students through the mediating variable of creative self-efficacy (P <0.01).

 According to the research findings, social intelligence as successful interaction skills and creative self-efficacy as a belief in their capabilities and abilities play an important role in emotion regulation. Therefore, training courses must be conducted to improve the ability to identify feelings and emotions.