The role of educational emotions, autonomy protection cognition and school dependency in predicting the educational – social adaptation of headless students

This study is done based on evaluating the role of educational emotions, autonomy protection cognition and school dependency in predicting the educational – social adaptation of headless students. The study method was conducted descriptive method. Under study population contain all of headless students in Ardabil on 1396 (2018), that 120 of them were selected achievably as statistical population. Collecting data was done using educational emotion, protection of cognition, school dependency and students adaptation questionnaires. The connected data were analyzed using correlation coefficient of Pearson, and regression analysis. Results show that there is a meaningful positive relationship between positive educational emotions, protection of cognition autonomy and school dependency, and there is significant negative relationship between negative educational emotions and social–educational adaptation. The regression analysis result show that educational emotions, autonomy protection cognition and school dependency can predict of educational–social adaptation of students respectively (p<0/01). These results show that educational emotions, protection of cognitive autonomy and school dependency are useful in predicting the educational and social adaptation.