The Relationship between Cognitive Emotion Regulation and Vitality and Education with the Mediating Role of Personality Traits in Female High School Students in Bostan Abad

The aim of this study was to determine the relationship between cognitive emotion regulation and academic vitality with the mediating role of personality traits in high school students in Bostan Abad.

The method of the present study is descriptive-correlational and in the form of a structural equation model (SEN), causal relationships between research variables have been investigated. The statistical population of the present study included all female high school students in Bostan Abad and the sample consisted of 120 students who were selected by one-stage random cluster sampling from all female high school students. Cognitive emotion regulation questionnaire (CERQ-P) and personality traits questionnaire were used to collect data. Structural equation analysis and AMOS and SPSS software were used to analyze the data.

The results showed that the relationship between emotion regulation, academic vitality and personality traits is significant and in general, the proposed model can explain 0.81 of the variance of academic vitality.

According to the findings of this study, it can be concluded that understanding the support of the teacher causes positive emotions in the student and creates academic vitality in the student.