Mediating effect of emotional regulation between metacognition, perceived social support and self-efficacy among adolescents

The aim of this study was to investigate the effect of metacognition and social support on self-efficacy through emotion regulation. Two different models were tested for this purpose. In the first model, the indirect effect of metacognition and social support with the mediating effect of emotion regulation on self-efficacy were examined. In the second model, the direct effect of metacognition and social support on self-efficacy was examined without the mediating effect of emotion regulation. In addition, the relationship of metacognition, social support, emotion regulation and self-efficacy with various demographic variables was also investigated. The sample of the study consisted of 760 students aged 13-18 years. Data were collected using Personal Information Form, Metacognition Questionnaire for Children and Adolescents, Social Support Appraisal Scale for Children and Adolescents, Emotion Regulation Scale for Adolescents, and Self-Efficacy Scale for Children. As a result of the analyses, it was found that metacognition and social support significantly predicted self-efficacy both directly and indirectly through emotion regulation in adolescents. The findings are discussed based on the data in the literature.