تنظيم الإنفعال وعلاقته بالشعور بالتماسك في المدرسة لدى طلبة المرحلة الثانوية
The present study aimed to exploring the level of emotion regulation and sense of coherence at school among a sample of secondary stage students, and identifying the relationship between emotion regulation and sense of coherence at school, and investigate the differences in sense of coherence at school among research sample according to gender and specialization. The sample consisted of (280) students (136 male, 144 female) were chosen from Al-Ahsa secondary school district, (Mage= 17.10 ± 0.85). The researcher applied the following tools: emotion regulation questionnaire (Gross & John, 2003), and sense of coherence at school scale (El-Dabee & Abbady, 2017). Results showed an average level in both of emotion regulation and sense of coherence at school and all its domains. There were significant statistical positive correlation between the total score of sample's study in emotional regulation and its dimension (cognitive reappraisal) and Sense of coherence at school and all its domains, and negative statistical significant correlation was found between the expressive suppression score of sample's study and sense of coherence at school and all its domains. There were no significant statistical differences in sense of coherence at school according to gender and specialization. (Published abstract)