Volume 8, Issue 2 (June 2026)
IEEPJ 2026, 8(2): 0-0 |
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Saadoun Sakran A, Valipour M. (2026). Investigating the Relationship Between Competitive Styles and Emotional Aggression with Interpersonal Problems Among University Students: The Mediating Role of Anger Rumination and the Moderating Role of Self‑Esteem. IEEPJ. 8(2),
URL: http://ieepj.hormozgan.ac.ir/article-1-1195-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1195-en.html
1- MA Student in General Psychology, Imam Khomeini International University, Qazvin, Iran
2- Assistant Professor, Department of Psychology, Imam Khomeini International University, Qazvin, Iran ,Valipour@soc.ikiu.ac.ir
2- Assistant Professor, Department of Psychology, Imam Khomeini International University, Qazvin, Iran ,
Abstract: (242 Views)
Objective: The present study aimed to examine the role of competitive styles and emotional aggression in predicting interpersonal problems, with emphasis on the mediating role of anger rumination and the moderating role of self‑esteem among university students in Salah al‑Din Province, Iraq.
Methods: The research method was descriptive–correlational and based on structural equation modeling using the partial least squares approach. The statistical population consisted of all university students in Salah al‑Din Province during the 2024–2025 academic year, from which 325 participants were selected using a convenience sampling method. Data collection instruments included the Interpersonal Problems Questionnaire by Barkham et al. (1996), the Competitive Styles Questionnaire by Franken and Brown (1995), the Aggression Questionnaire by Buss and Perry (1992), the Anger Rumination Scale by Sukhodolsky et al. (2001), and the Rosenberg Self‑Esteem Scale (1965). For data analysis, SPSS‑26 was used for descriptive analyses and SmartPLS‑3 was used to test the research model and perform structural equation modeling based on partial least squares.
Results: The results indicated that competitive styles and emotional aggression had significant relationships with interpersonal problems and anger rumination. In addition, anger rumination played a significant mediating role in the relationship between the predictor variables and interpersonal problems. Furthermore, self‑esteem, as a moderating variable, had a significant effect on the relationships between competitive styles and emotional aggression with interpersonal problems. The model fit indices also indicated a good fit and strong explanatory power of the research model.
Conclusions: Overall, the findings highlight the importance of cognitive‑emotional factors in explaining students’ interpersonal problems and may be useful in designing psychological interventions and mental health promotion programs.
Methods: The research method was descriptive–correlational and based on structural equation modeling using the partial least squares approach. The statistical population consisted of all university students in Salah al‑Din Province during the 2024–2025 academic year, from which 325 participants were selected using a convenience sampling method. Data collection instruments included the Interpersonal Problems Questionnaire by Barkham et al. (1996), the Competitive Styles Questionnaire by Franken and Brown (1995), the Aggression Questionnaire by Buss and Perry (1992), the Anger Rumination Scale by Sukhodolsky et al. (2001), and the Rosenberg Self‑Esteem Scale (1965). For data analysis, SPSS‑26 was used for descriptive analyses and SmartPLS‑3 was used to test the research model and perform structural equation modeling based on partial least squares.
Results: The results indicated that competitive styles and emotional aggression had significant relationships with interpersonal problems and anger rumination. In addition, anger rumination played a significant mediating role in the relationship between the predictor variables and interpersonal problems. Furthermore, self‑esteem, as a moderating variable, had a significant effect on the relationships between competitive styles and emotional aggression with interpersonal problems. The model fit indices also indicated a good fit and strong explanatory power of the research model.
Conclusions: Overall, the findings highlight the importance of cognitive‑emotional factors in explaining students’ interpersonal problems and may be useful in designing psychological interventions and mental health promotion programs.
Keywords: Interpersonal problems, Competitive styles, Emotional aggression, Anger rumination, Self‑esteem
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/08/14 | Accepted: 2025/12/24 | Published: 2026/06/1
Received: 2025/08/14 | Accepted: 2025/12/24 | Published: 2026/06/1
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