The Effect of Anger Management Skills on School Adjustment Mediated by Emotional Self-Awareness in Children with Conduct Disorder

Abstract

Purpose: This study aimed to investigate the effect of anger management skills on school adjustment, with emotional self-awareness serving as a mediating variable, in children diagnosed with conduct disorder.

Methods and Materials: The study employed a descriptive correlational design involving 378 children with conduct disorder, aged 10 to 12, selected from elementary schools in Tehran using stratified random sampling. Standardized instruments were used to measure anger management skills, emotional self-awareness, and school adjustment. Data were analyzed using SPSS-27 for descriptive statistics and Pearson correlation coefficients, and AMOS-21 for structural equation modeling (SEM) to examine direct and indirect paths. Assumptions of normality, linearity, multicollinearity, and homoscedasticity were tested and met.

Findings: The results demonstrated that anger management skills had a significant positive effect on school adjustment (β = .38, p < .001) and on emotional self-awareness (β = .49, p < .001). Emotional self-awareness also significantly predicted school adjustment (β = .45, p < .001). Furthermore, the indirect effect of anger management on school adjustment through emotional self-awareness was significant (β = .22, p < .001), confirming partial mediation. Model fit indices indicated a good fit (χ²/df = 1.92, GFI = 0.94, CFI = 0.96, RMSEA = 0.048), supporting the validity of the hypothesized model.

Conclusion: The findings highlight the critical role of anger management and emotional self-awareness in promoting school adjustment among children with conduct disorder. Interventions that strengthen both emotion regulation and self-awareness can enhance adaptive functioning in educational settings, suggesting important implications for educators, clinicians, and school psychologists.