Investigating the mediating role of communication skills and academic skills in relation to parenting styles, metacognitive beliefs and stress coping styles with risk-taking of adolescent students with high-risk behaviors

The aim of this study was to investigate the mediating role of communication skills and academic skills in relation to emotion-seeking and metacognitive beliefs in the risk-taking of adolescent students with high-risk behaviors. The method of the present study is descriptive correlation and is a structural equation model. The statistical population of the present study was all male and female high school students in the city of Karaj in the academic year 1399-1400, from which 300 people were selected by multi-stage cluster random sampling method. To collect data from the Risk Behavior Questionnaire (RBH) of Zadeh Mohammadi et al. (2011), Social, Academic and Emotional Risk Behavior Questionnaire (SAEBRS), Kilgus et al. (2016), Zuckerman et al. Et al., Metacognitive Beliefs (MB) of Wells and Cartwright-Hutton (2004), Interpersonal Communication Skills (AICS), Fatro (2000) and Academic Skills (AS), Shabani et al. (1397) were used. Structural equation modeling and bootstrap test were used to analyze the data. The results showed that the proposed model had a good fit. Excitement with a level of significance (0.1) and metacognitive beliefs with a level of significance (0.1) are directly related to social, academic, and emotional risk-taking. Emotion-temperament indirectly and through the variable of interpersonal communication skills are related to social, academic, and emotional risk-taking (0.03). The indirect relationship between metacognitive beliefs and social, academic, and emotional risk-taking through interpersonal communication skills was not confirmed (0.35). The results also showed that emotion seeking is indirectly related to social, academic, and emotional risk-taking through the variable of academic skills (0.04). Metacognitive beliefs are indirectly related to social, academic, and emotional risk-taking through the variable of academic skills  (0.01).