Predicting Students' Academic Vitality Based on Cognitive Emotion Regulation and Cognitive Processing

Academic buoyancy, cognitive emotion regulation and cognitive processing are effective factors on learning and play an important role in students' academic success. The aim of this study was to investigate the role of cognitive emotion regulation and cognitive processing in predicting students' academic vitality.

The research method is descriptive-correlational. The statistical population of the study included all junior high school students studying in the academic year 1399-1400 in Kurdistan province, Sarvabad city. The sampling method was stratified cluster and 322 people were determined for the sample size based on Cochran's formula. In order to collect information, Hossein Chari and Dehghanizadeh (2012) Academic Vitality Questionnaire based on Martin and Marsh scale, Garnfsky et al.'s (2001) Cognitive-Emotional Regulation Questionnaire and Squonberg and Skilder (1996) Cognitive Information Processing Questionnaire were used. Data were analyzed using Pearson correlation coefficient and multiple regression analysis by SPSS software.

Findings showed that the structures of cognitive emotion regulation and cognitive processing play a role in predicting the academic life. Also, the results of regression analysis revealed that 0.86% of the total variance of academic vitality is predictable based on cognitive emotion regulation and cognitive processing.

Therefore, it can be concluded that the structures of cognitive emotion regulation and cognitive processing are variables related to students' academic achievement.