The relationship between emotion regulation difficulty, cultural intelligence and negative self-evaluation thinking with social acceptability of secondary school students in Silvana

One of the components that affects the behavior of young people and students in life and in the social environment and causes an increase in social adaptation is social acceptance. Therefore, the purpose of the present study is the relationship between emotion regulation difficulty, cultural intelligence and negative self-evaluation thinking with social acceptability of secondary school students in Silvana region. The method of the present research is correlation. The statistical population of this research included all high school students of the second year of high school in Silvana region in the academic year of 2021-2022. According to the statistics of the education department of Silvana region, 988 students were studying in secondary school. The research sample included 300 people. The sampling method for the current research was considered as multi-stage cluster random sampling. The research tools included the Difficulty in Regulating Emotions scale by Bashart et al. (2006), Central Self-Evaluation Scale (Judge et al., 2003), Ford and Robin's Acceptability Questionnaire, Ang et al.'s Cultural Intelligence Scale (2004). The obtained findings showed that all three variables of difficulty in emotion regulation, thinking of negative self-evaluations and cultural intelligence had a significant relationship with the social acceptability of students. The components of difficulty in emotion regulation, thinking, negative self-evaluations, and cultural intelligence had the ability to predict the social acceptability of students. Therefore, by strengthening cultural intelligence, strengthening positive self-evaluation and effective strategies in emotion regulation, it is possible to improve the acceptability and social skills of students.