Abstract:
The purpose of the present research is to predict academic success based on cognitive emotion regulation and coping strategies, and the population consists of secondary school students in Tabriz city. The sample size was determined using Cochran's formula with 380 members. In this research, Garnefski et. al. (2001) Cognitive Emotional Regulation Questionnaire, Welles (2010) Academic Success Questionnaire, and Bilings & Moos (1981) Coping Strategies Questionnaire were used and the Questionnaires were distributed and collected based on cluster sampling method. The reliability of the questionnaires was calculated and confirmed by Cronbach Alpha before distribution. To analyze the data, Simultaneity Regression test was employed along with Descriptive Statistics. The results of the regression test showed that at the confidence level of 95%, cognitive emotion regulation and coping strategies have the ability to predict the academic success of students. In addition, the results showed that cognitive emotion regulation has a greater contribution in predicting students' academic success. Moreover, by holding training classes and organizing conferences with the presence of experts, psychologists, counselors, professors and teachers with the aim of applying the concepts and teachings of cognitive emotion regulation and strategies their benefits, officials, planners, counselors and school managers can improve the academic life of students.
Machine summary:
(2001) Cognitive Emotional Regulation Questionnaire, Welles (2010) Academic Success Questionnaire, and Bilings & Moos (1981) Coping Strategies Questionnaire were used and the Questionnaires were distributed and collected based on cluster sampling method.
The results of the regression test showed that at the confidence level of 95%, cognitive emotion regulation and coping strategies have the ability to predict the academic success of students.
Moreover, by holding training classes and organizing conferences with the presence of experts, psychologists, counselors, professors and teachers with the aim of applying the concepts and teachings of cognitive emotion regulation and strategies their benefits, officials, planners, counselors and school managers can improve the academic life of students.
Researchers believe that coping skills and cognitive emotion regulation are vital personal resources that can stimulate indicators such as performance and academic success of students in such conditions (Romano et al.
On the other hand, coping strategies are one of the most important skills to improve adaptation and success in students, the ability to deal with stress related to academic challenges and demands (Robins, Roberts & Sarris, 2018).
Therefore, the main purpose of this research is to predict students' academic success based on cognitive emotion regulation and coping strategies.
Research Findings Research hypothesis: academic success of middle school students in Tabriz can be predicted based on cognitive emotion regulation and coping strategies.
Below are the results of the simultaneous regression test between cognitive emotion regulation and coping strategies with academic success.