University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 13 23 2016 03 20 aaaaa aaaaa 113 138 2555 10.22111/jeps.2016.2555 FA Mina Mohebi Rahim Badri Journal Article 2016 07 05 The aim of the current study was to examine a model of antecedents and consequences of emotion regulation with role of parent, teacher autonomy support and perceived control in the students. The study statistical population consisted of all female high school students of first grade in Tabriz city. The sample of the study was 313 students who were selected by cluster random sampling method. The instruments of the study consisted of perceptions of parent’s scales, learning climate questionnaire, academic control subscale, emotion regulation questionnaire, educational stress scale for adolescents and average of students. Structure equation modeling and bootstrapping procedures were used to examine the direct and indirect paths of proposed model. Results of the present study indicated that parent autonomy support and perceived control were antecedents, and academic achievement and academic stress were consequences of emotion regulation in students. Also, the findings indicated that indirect paths of parent autonomy support and perceived control with academic achievement and academic stress, with mediating role of emotion regulation, were significant. In addition, the direct path of teacher autonomy support with emotion regulation and its indirect paths with academic achievement and academic stress were not significant. <br />  The aim of the current study was to examine a model of antecedents and consequences of emotion regulation with role of parent, teacher autonomy support and perceived control in the students. The study statistical population consisted of all female high school students of first grade in Tabriz city. The sample of the study was 313 students who were selected by cluster random sampling method. The instruments of the study consisted of perceptions of parent’s scales, learning climate questionnaire, academic control subscale, emotion regulation questionnaire, educational stress scale for adolescents and average of students. Structure equation modeling and bootstrapping procedures were used to examine the direct and indirect paths of proposed model. Results of the present study indicated that parent autonomy support and perceived control were antecedents, and academic achievement and academic stress were consequences of emotion regulation in students. Also, the findings indicated that indirect paths of parent autonomy support and perceived control with academic achievement and academic stress, with mediating role of emotion regulation, were significant. In addition, the direct path of teacher autonomy support with emotion regulation and its indirect paths with academic achievement and academic stress were not significant. <br />  https://jeps.usb.ac.ir/article_2555_fc72a2ae8fef3b9cd64696d5e4d4b885.pdf