Analysis of the Effect of Self-Regulation and Adversity Quotient on Resilience and Its Implications on the Psychological Well-Being of Islamic Religious Education Teachers
DOI:
https://doi.org/10.31538/nzh.v8i3.274Keywords:
Self-Regulation, Adversity, Resiliency, Psychological Well-Being, Islamic Religious Education TeacherAbstract
This study investigates the influence of self-regulation and adversity quotient on resilience and examines their implications for the psychological well-being of Islamic Religious Education (IRE) teachers. A quantitative, predictive correlational design was employed. Data were collected using a structured questionnaire that incorporated validated scales measuring self-regulation, resilience, and psychological well-being. Path analysis was conducted using JAMOVI software with a robust model. The results indicate that self-regulation positively and significantly affects resilience, while resilience, in turn, positively influences psychological well-being. Moreover, both self-regulation and adversity quotient were found to have direct positive effects on psychological well-being. The analysis further revealed indirect effects of self-regulation on psychological well-being mediated by resilience. These findings highlight the importance of strengthening self-regulation and resilience among IRE teachers to enhance their overall psychological well-being.
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