فهرست مطالب monire khosravi ooryad

Academic achievement among adolescents is intended to be explained by a model that incorporates inhibition strategies and cognitive appraisal, with adolescent practical, behavioral, cognitive, and emotional academic involvement serving as a mediator. The research method was descriptive correlation. The statistical sample comprised Shiraz’s first-year secondary school students during the 2018-2019 academic year. Random cluster sampling was used to select 389 eighth and ninth graders (197 boys and 232 girls) who completed the Gross (ERQ), Emotion Regulation Questionnaire (ERQ) and the Academic Engagement Rio (AES). The path analysis method and Amos24 software were employed to analyze the data. The results revealed that academic achievement is influenced both directly and indirectly by cognitive reassessment’s emotion regulation strategy via emotional and behavioral engagement. Positive and statistically significant was the inhibitory emotion regulation strategy in predicting practical engagement. Furthermore, academic achievement was positively and significantly predicted by cognitive appraisal strategy, in addition to behavioral, cognitive, affective, and practical accomplishments. Positive and significant predictors of academic achievement were found to be behavioral and affective engagements alone, among the various components of academic engagement. By placing emphasis on the cognitive reassessment strategy in emotion management training for adolescents, it is possible to implement effective measures that foster academic engagement in the realm of behavior and emotions, and ultimately improve the academic performance of adolescents.