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DOI: 10.15507/1991-9468.029.202502.368-384

UDC 159.923:378.146

 

Emotion Regulation Strategies as a Mediating Factor in the Relationship between Proactive Personality and Learning Agility in Talented Students

Sayed Hamid Reza Shavaran
PhD, Assistant Professor of Educational Management, Faculty Member, Department of Education, University of Isfahan (Azadi Square, Isfahan 8174673441, Islamic Republic of Iran), ORCID: https://orcid.org/0000-0001-7585-5351, This email address is being protected from spambots. You need JavaScript enabled to view it.

Mina Nasr Esfahani Karladani
PhD, Candidate in Educational Management, Department of Education, University of Isfahan (Azadi Square, Isfahan 8174673441, Islamic Republic of Iran), ORCID: https://orcid.org/0009-0009-7164-2565, This email address is being protected from spambots. You need JavaScript enabled to view it.

Seyed Hedayat Davarpanah
PhD, Assistant Professor of Higher Education Management, Faculty Member, Department of Education, University of Isfahan (Azadi Square, Isfahan 8174673441, Islamic Republic of Iran), ORCID: https://orcid.org/0000-0002-8497-4931, Scopus ID: 57226314940, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract
Introduction. Although previous research has separately addressed proactive personality and emotion regulation, the combined effect of these variables on learning agility – particularly among talented students – remains underexplored. This study fills this gap by focusing on how specific emotion regulation strategies mediate this relationship. In today’s rapidly evolving educational landscape, learning agility has emerged as a crucial meta-competency for adapting to new challenges. This study investigates how emotion regulation strategies mediate the relationship between proactive personality and learning agility among talented students. With the increasing recognition of the role of personality traits and emotion regulation in effective learning, understanding these dynamics is essential for supporting students in navigating academic and social demands.
Materials and Methods. The research sample comprised 297 talented students from the University of Isfahan, Isfahan University of Medical Sciences, and Isfahan University of Art. Participants completed three assessments: the Gravett and Caldwell Learning Agility Questionnaire, Gross and John’s Emotion Regulation Questionnaire, and the condensed Bateman and Crant Proactive Personality Questionnaire. Data analysis included statistical methods to determine both direct and mediating effects of proactive personality and emotion regulation strategies on learning agility.
Results. The analysis revealed that proactive personality significantly affects learning agility, and emotion regulation strategies – specifically reappraisal and suppression – mediate this relationship. Students who effectively manage their emotions are better equipped to exhibit higher levels of learning agility, indicating a stronger ability to adapt and thrive in academic environments.
Discussion and Conclusion. This study highlights the pivotal role of emotion regulation in enhancing learning agility, emphasizing that effective emotion management can significantly influence academic success. The findings suggest that interventions focusing on emotion regulation could improve learning outcomes for talented students. Future research should further explore additional factors influencing learning agility and develop targeted strategies to support student adaptation in diverse educational settings.

Keywords: learning agility, emotion regulation, reappraisal, suppression, proactive personality, talented students

Conflict of interest: The authors declare no conflict of interest.

For citation: Shavaran S.H.R., Nasr Esfahani Karladani M., Davarpanah S.H. Emotion Regulation Strategies as a Mediating Factor in the Relationship between Proactive Personality and Learning Agility in Talented Students. Integration of Education. 2025;29(2):368–384. https://doi.org/10.15507/1991-9468.029.202502.368-384

Author’s contribution:
S. H. R. Shavaran – oversight and leadership responsibility for the research activity planning and execution; formulation or evolution of overarching research goals and aims; specifically critical review; provision of study materials; management and coordination responsibility for the research activity planning and execution.
M. Nasr Esfahani Karladani – formulation or evolution of overarching research goals and aims; conducting a research and investigation process; development or design of methodology; specifically visualization; specifically writing the initial draft; specifically critical review.
S. H. Davarpanah – application of formal techniques to analyse or synthesize study data; implementation of the computer code and supporting algorithms; validation; management activities to produce metadata for initial use and later re-use; specifically critical review.

Availability of data and materials. The datasets used and/or analysed during the current study are available from the authors on reasonable request.

All authors have read and approved the final manuscript.

Submitted 26.08.2024;
revised 02.10.2024;
accepted 09.10.2024.

 

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