This research was conducted with the aim of developing a causal model to explain academic vitality based on academic self-regulation strategies and cognitive emotion regulation strategies with the mediating role of Corona anxiety. The research method was descriptive-correlation and specifically structural equation modeling. The statistical population of the research included all the students of the first secondary school in Ahvaz city in the academic year 2001-1400, of which 350 students were selected by multi-stage cluster sampling method and with emotion regulation strategies questionnaire (CERQ), strategies questionnaire Academic self-regulation and the Corona Virus Anxiety Questionnaire (CDAS2) were evaluated. The data were analyzed using descriptive statistics and structural equation modeling using spss24 and Amos.24 software. The results showed that the research model had a good fit and was confirmed. Also, cognitive strategies of emotion regulation, academic self-regulation strategies and corona anxiety directly predicted academic vitality, and results supported the mediating role of corona anxiety in the relationship between cognitive strategies of emotion regulation, academic self-regulation strategies and academic vitality.The results of the research showed that academic self-regulation strategies and cognitively adapted emotion regulation strategies can reduce the anxiety of Corona and, as a result, increase academic vitality in students. While the non-compromised cognitive strategies of emotion regulation can increase the anxiety caused by Corona and reduces the academic vitality because of this. Based on the results of this research, it is suggested that teachers and education officials increase their vitality and academic vitality by implementing educational workshops and psychological interventions and training and promoting educational self-regulation strategies and cognitive strategies to regulate emotions by reducing corona anxiety in students.
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