شبكة المعلومات العربية التربوية

The research aimed to identify the factorial structure of emotional schemas in the Egyptian environment, and the mediating role of emotional schemas between academic burnout and the suicide probability among secondary school students. The sample consisted of 336 male and female high school students in the third year of secondary school in Sohag. The emotional schemes scale, the short version, prepared by Leahy (2012), translated by the researcher, the academic burnout scale prepared by Aypay (2012) translated by the researcher, and the suicide probability scale prepared by Gull and Gill (1982) translated by Al-Buhairi (2003), the results of the exploratory factor analysis indicated the distribution of the scale item on seven maladaptive emotional schemas. The results of the second-order exploratory factor analysis indicated the saturation of the seven emotional schemas on two domains, and the confirmatory factor analysis confirmed the distribution of the emotional schematics on two domains. The cognitive domain is called the negative evaluation of emotions, and the emotional domain is called the emotion regulation strategies. Emotional schemas also contributed to predicting the suicide probability among secondary school students. Invalidation and blame schema explained about 20.7% of the variance in the suicide probability among high school students, and the non-acceptance of feelings and rumination schema explained 18.2% of the variance in the suicide probability among high school students. The results also indicated that academic burnout explained about 29.9% of the variance in the suicide probability among secondary school students, and a structural model was found that explains the relationship between academic burnout and emotional schemas and the suicide probability among high school students, considering emotional schemas as a mediating variable between academic burnout and the suicide probability. It found a statistically significant direct effect of academic burnout on the suicide probability by 50.3%, a statistically significant direct effect of emotional schemas on the suicide probability was 42.3%, and statistically significant indirect effects of academic burnout on the suicide probability through emotional schemas was found at 11%. The results of the research recommended the importance of the cognitive-emotional model in explaining the suicide probability and suicide risk in adolescents and adults. (Published abstract)