Abstract

• The main purpose of this study was to study the mediation effect of self-talk on the relation between parental autonomy support and emotion regulation of undergraduate students from Sagaing University of Education. The quantitative research approach and correlational design were used in this study. A total of 1037 undergraduate students from Sagaing University of Education were selected as participants by using simple random sampling technique. In this study, Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004) with 36 items, Perceived Parental Autonomy Support Scale (Bureau & Mageau, 2014) with 24 items, and Self-Talk Sca le (Brinthaupt, Hein, & Kramer, 2005) with 22 items were used to measure undergraduate students’ emotion regulation, parental autonomy support, and self-talk. The result revealed that undergraduate students had high emotion regulation, and perceived high parental autonomy support, and used highly self-talk. In this study, the result of Simple Mediation Path Analysis indicated that self-talk had significant direct effect on emotion regulation and parental autonomy support had both significant direct and indirect effect on emotion regulation. In this research, 33.18% of the variance in Emotion Regulation can be explained by the path model.