The Moderating Role of Resilience and Emotion Regulation in the Relationship Between Parenting and Academic Burnout Among Gifted Students in Iraq

Fadia Abood   Ramdan Jalaawi; Seyed Hamid Atashpour; Rasheed Nassir Kalifa Al-Hashmy; Mohsen Golparvar

Authors

Fadia Abood Ramdan Jalaawi PhD Student in Educational Psychology, Research center for behavioral and psychological science, department of psychology, Isf.C., Islamic Azad University, Isfahan, Iran Author https://orcid.org/0009-0009-4522-2364
Seyed Hamid Atashpour Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran. Corresponding Author https://orcid.org/0000-0003-2090-7577
Rasheed Nassir Kalifa Al-Hashmy Professor, Department of Educational and Psychological Sciences, College of Education, Wasit University, Wasit, Iraq Author https://orcid.org/0009-0008-5528-9290
Mohsen Golparvar Professor, Research center for behavioral and psychological science, department of psychology, Isf.C., Islamic Azad University, Isfahan, Iran Author https://orcid.org/0000-0002-1425-5480

Keywords:

parenting, academic burnout, resilience, emotion regulation, gifted students

Abstract

Helping gifted students overcome pressures and stressors throughout their educational trajectory is among the essential responsibilities of educational systems worldwide. This study aimed to determine the moderating role of resilience and emotion regulation in the relationship between parenting and academic burnout among gifted upper-secondary school students in Iraq. The study employed a correlational design, and the statistical population consisted of outstanding upper-secondary school students in Iraq in summer 2024. From this population, 200 students were selected through convenience sampling and subsequently completed four questionnaires: the Brief Resilience Scale (Smith et al., 2008), the Cognitive Emotion Regulation Questionnaire (Garnefski & Kraaij, 2006), the Academic Burnout Questionnaire (Rostami et al., 2011), and the Parenting Styles Questionnaire (Baumrind, 1971). The data were analyzed using Pearson’s correlation coefficient and hierarchical regression analysis in SPSS version 26. The results showed that resilience moderated the relationship between permissive parenting and academic burnout; adaptive emotion regulation moderated the relationship between authoritarian parenting and academic burnout; and maladaptive emotion regulation moderated the relationships of authoritarian and authoritative parenting with academic burnout. The moderating roles of resilience and adaptive and maladaptive emotion regulation in the relationship between parenting styles and academic burnout have important implications for the educational system in Iraq and should be considered in programs designed to support gifted students.

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