The mediating role of work procrastination and academic engagement in the academic stress model based on cognitive-emotional regulation

The aim of the present study was the mediating role of procrastination and academic involvement in the academic stress model based on cognitive-emotional regulation. This research is a correlational study in terms of practical purpose and in terms of data collection method. The statistical population of the research included the students of a military university in Tehran in the academic year of 1400-1401. Among them, 374 people were randomly selected as the research sample using available sampling method. The tools used to measure the findings in this research included Rio's academic engagement (2013), Garnevsky et al.'s (2001), academic procrastination by (1984), and Godzilla's academic stress (1991). Validity The form and content of this tool were confirmed by experts in this field and their reliability was used based on Cronbach's alpha test. Mean, standard deviation, kurtosis and distribution matrix were used to describe the research conditions, and path analysis and structural equation model were used in SPSS and LISREL software to generalize the sample data to the population and check the research model. The research findings indicate that the direct effects of academic stress on academic procrastination, academic involvement and cognitive regulation of emotion, the direct effect of academic procrastination on cognitive regulation of emotion, and the direct effect of academic conflict on cognitive regulation of emotion are all at the 0.01 level of significance. they have In addition, the structural equation test confirms the mediating role of procrastination and academic engagement in the academic stress model based on cognitive-emotional regulation.