Objective: The present study aimed to examine the relationship between cognitive emotion regulation and resilience, with the mediating role of self‑control, among parents of children with learning disabilities in Tehran.
Methods: This study employed a descriptive–analytical design with a correlational approach. The statistical population consisted of all parents of students with learning disabilities in Tehran during the last quarter of 2024. Using a convenience sampling method, 300 participants were selected. Data were collected using the Cognitive Emotion Regulation Questionnaire (CERQ), the Tangney Self‑Control Scale, and the Connor–Davidson Resilience Scale (CD‑RISC). The data were analyzed using Pearson correlation and regression analysis with SPSS version 26.
Results: The findings indicated a positive relationship between adaptive cognitive emotion regulation strategies and resilience (r = 0.345), while maladaptive strategies showed a significant negative relationship with resilience (r = −0.231). Self‑control was positively associated with resilience (r = 0.665) and adaptive strategies (r = 0.567), and negatively associated with maladaptive strategies (r = −0.457). Furthermore, self‑control had a significant mediating role in the relationship between cognitive emotion regulation and resilience. The indirect effect of adaptive strategies through self‑control accounted for 47% of the total effect, whereas maladaptive strategies accounted for 53% of the total effect.
Conclusions: Overall, the results suggest that self‑control functions as a key mechanism explaining part of the effect of cognitive emotion regulation on resilience. Training adaptive emotion regulation strategies and strengthening self‑control may enhance resilience among parents of children with learning disabilities.