Presenting a causal model of academic vitality based on academic attitudes Emotional self-regulation and positive youth development

The aim of this study was to provide a causal model of academic vitality based on academic attitudes, emotional self-regulation and positive youth development. The method of this research was descriptive-correlation and structural equation modeling. The statistical population of this study included all high school male students in Bandar Lengeh in the academic year 2021-2022. The sampling method in this study was cluster random. The sample size was estimated to be 264 people using Klein's (2004) model. In this study, Martin and Marsh (2006) Academic Vitality Scale, Akbari Educational Attitude Scale (2004), Larsen & Prize Mike (2000) Emotional Self-Regulation, and the positive development of Goldoff et al. (2014) were used to measure the available variables. The results of multiple regression analysis showed that the variables of academic attitude (p <0.03, ß = 0.19), emotional self-regulation (p <0.001, ß = 0.31) and positive youthful development (p <0.0001, ß = 0.47) were positive and significant. Have predicted education. Also, the process of modeling structural equations and modeling indices showed that the general research model in the community of high school students in Bandar Lengeh has a good fit (p <0.05). From these findings, it can be concluded that if adolescent students can achieve a high academic attitude and good emotional self-regulation and at the same time focus on the positive aspects of their development, they can have a good vitality during their studies.