زینت مهدیانی

The purpose of this study is to investigate the role of academic self-regulatory mediator in the effect of educational vitality on academic achievement of high school students in Ardabil, District 2, for which we have used the correlation method for this study. The statistical population in this study includes all high school students in District 2 of Ardabil city that in the academic year 2021-2020, their number is 9576 people (4470 girls and 5106 boys). The statistical sample of the research includes 368 students (172 girls and 196 boys) of the secondary school in the 2nd district of Ardabil city by a sampling of selected classes. have become. The study's first hypothesis, entitled " The effect of academic vitality on academic motivation is positive and significant due to the mediating role of academic self-regulation in high school students in Ardabil, District 2," is positive and significant. The effect of two variables of academic vitality and academic self-regulation on the structure of academic motivation has been tested in different hypotheses, and their significance has been confirmed. The effect of educational spirit on academic self-regulation was also confirmed in this study. According to the results of the present study; It is suggested that special courses for parents and teachers be held to familiarize them with ways to increase the motivation and desire to study in students and the relationship between passion and academic achievement.

The purpose of this study was to predict addiction to cyberspace and tendency to high-risk behaviors based on emotional self-regulation in high school male students in Tehran.

The method of this research was correlational. The statistical population of this study was all male high school students in Tehran during the academic year of 2017-18. They were selected from the statistical population of Tehran city, district 18 of education and from all the schools of this educational area by cluster sampling method two high schools were selected and 150 students were selected in this study out of the student population of schools. In this study, the cyberspace addiction (Yang), Iranian youth risk assessment questionnaire and emotional self-regulation questionnaire (March) were used to collect the data. In order to analyze the research data, descriptive indexes such as mean and standard deviation, and statistical methods of multivariate regression analysis were used.

The results of the analysis of the research data showed that there is a significant negative relationship between cyberspace addiction and the tendency towards high-risk behaviors with emotional self-regulation of students , and tendency toward high-risk behaviors in comparison with addiction to cyberspace, Has a higher predictive value in the in students.

According to the results of this study, it is suggested that clinical school advisers and psychologists consider psychological variables such as emotional self-regulation to prevent Cyberspace addiction and tendency to high-risk behaviors

Emotion regulation refers to internal and external processes of responding to inhibition and monitoring, evaluation and modulation of emotional interactions, especially their transient features, to achieve the desired goal. Emotion regulation plays an important role in adapting to the stressful events of life, and it is one of the adolescent requirements to assertiveness. Assertiveness refers to the ability of individuals to express honestly, directly, explicitly, decisively and without violating the rights of others with the dignity of expressing feelings, beliefs and needs. Assertiveness as an individual's ability to defend themselves and the ability to "say not". The purpose of this study was to compare the emotion regulation strategies and assertiveness in students with and without learning disabilities in Khorramabad city. 

The method of this study was causal and comparative; this means that the variables of emotion regulation strategies and assertiveness are compared between the two groups. The statistical population of this study was boy students aged 12-16 years at high school in 2016-2017. Among the statistical population, 30 students with special learning disabilities selected through targeted sampling and 30 normal students through cluster sampling. The sample was matched based on the level of education and gender. After obtaining the necessary permissions from the education department of Lorestan province (West of Iran), a list of the first high schools of Khorramabad city was selected to select normal students in a cluster sampling from all schools. The validity and confirmation of the diagnosis recorded in each student with a special learning disability investigated by a clinical interview which conducted based on DSM-5 criteria for students with a learning disorder and diagnostic checklist of special learning disorder. Data were collected using the Diagnostic Checklist for Specific Learning Disorders and the Garnefsky Emotion Regulation Strategies Questionnaire and the Gambler and Richie Expression Scale. Independent t-test also used for data analysis.

There was a significant difference between two groups of students in emotion regulation strategies and assertiveness in the group of students with learning disabilities, less than normal students was (p≤0.001). This means that students with learning disabilities had problems and weaknesses in emotion regulations and assertiveness. 

Regarding the role of emotion regulation strategies and assertiveness in psychological and social adjustment and the weakness of students with learning disabilities in emotional regulation and assertiveness, it is suggested that psychologists and clinical counselors in schools use training to strengthen variables.