مدل علی سرزندگی تحصیلی بر اساس راهبردهای خودتنظیمی تحصیلی و راهبردهای شناختی تنظیم هیجان با نقش واسطه‌ای اضطراب کرونا

محورهای موضوعی : روانشناسی تربیتی

حسن شفیعی ¹ , زینب روحی حدید ²

1 - استادیار گروه روان‌شناسی، دانشگاه پیام نور، تهران، ایران.
2 - کارشناسی ارشد روان‌شناسی تربیتی، دانشگاه پیام نور، تهران، ایران.

تاریخ دریافت : 1402/02/04 تاریخ پذیرش : 1402/06/12 تاریخ انتشار : 1402/06/01

کلید واژه: سرزندگی تحصیلی, راهبردهای شناختی تنظیم هیجان, اضطراب کرونا, راهبردهای خودتنظیمی تحصیلی,

چکیده مقاله :

این پژوهش باهدف بررسی مدل علی سرزندگی تحصیلی بر اساس راهبردهای خودتنظیمی تحصیلی و راهبردهای شناختی تنظیم هیجان با نقش واسطه‌ای اضطراب کرونا انجام شد. روش پژوهش توصیفی- همبستگی و به‌طور خاص مدل یابی معادلات ساختاری بود. جامعه آماری پژوهش شامل کلیه دانش‌آموزان دوره متوسطه اول شهر اهواز در سال تحصیلی 1400-1401 بودند که تعداد 350 دانش‌آموز به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند و با پرسشنامه‌های راهبردهای تنظیم هیجان (CERQ)، پرسشنامه راهبردهای خودتنظیمی تحصیلی و پرسشنامه اضطراب کرونا ویروس (CDAS2) ارزیابی شدند. داده‌ها با استفاده از آمار توصیفی و مدل یابی معادلات ساختاری و با استفاده از نرم‌افزارهای spss24 و Amos.24 تجزیه‌وتحلیل شدند. نتایج نشان داد مدل پژوهش دارای برازش بوده و تائید شد. راهبردهای شناختی تنظیم هیجان، راهبردهای خودتنظیمی تحصیلی و اضطراب کرونا به‌صورت مستقیم سرزندگی تحصیلی را پیش‌بینی نمودند و نتایج از نقش میانجی‌گری اضطراب کرونا در رابطه بین راهبردهای شناختی تنظیم هیجان، راهبردهای خودتنظیمی تحصیلی و سرزندگی تحصیلی حمایت کرد. نتایج پژوهش نشان داد که راهبردهای خودتنظیمی تحصیلی و راهبردهای سازش یافته شناختی تنظیم هیجان می‌توانند سبب کاهش اضطراب کرونا و درنتیجه افزایش سرزندگی تحصیلی در دانش‌آموزان شوند. درحالی‌که راهبردهای سازش نیافته شناختی تنظیم هیجان می‌تواند اضطراب ناشی از کرونا را افزایش و سرزندگی تحصیلی را بدین سبب کاهش دهد. بر اساس نتایج این تحقیق پیشنهاد می‌شود معلمان و مسئولان آموزش‌وپرورش با اجرای کارگاه‌های آموزشی و مداخلات روان‌شناختی و آموزش و ارتقاء راهبردهای خودتنظیمی تحصیلی و راهبردهای شناختی تنظیم هیجانات با کاهش اضطراب کرونا در دانش‌آموزان سرزندگی و نشاط تحصیلی آنها را افزایش دهند.

چکیده انگلیسی:

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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Asnaani, A., Tyler, J., McCann, J., Brown, L., & Zang, Y. (2020). Anxiety sensitivity and emotion regulation as mechanisms of successful CBT outcome for anxiety-related disorders in a naturalistic treatment setting. Journal of affective disorders, 267, 86-95.

Brooks, S.K., Webster, R.K., Smith, L.E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Journal Lancet, 395 (10227): 912-920.

Comerford, J., Batteson, T., & Tormey, R. (2015). Academic Buoyancy In Second Level Schools: Insights From Ireland. Procedia-Social and Behavioral Sciences, 197, 98-103.

Cure, E., & Cure, MC. (2020). Angiotensinconverting enzyme inhibitors and angiotensin receptor blockers may be harmful in patients with diabetes during COVID-19 pandemic. Diabetes & Metabolic Syndrome: Clinical Research & Review, 14(4):349-50.

Daniali M, Eskandari E. (2022). Predicting coronavirus anxiety based on resilience, cognitive emotion regulation strategies, and cyberchondria. Advances in Cognitive Sciences, 23 (4):61-71[In Persian].

Dehghanizadeh, M., Hossienchari, M., Moradi, M., & Soleymani Khashab, A. (2014). Academic Buoyancy and Perception of Family Communication Patterns and Structure of Class: The Mediatory Role of Self-Efficacy Dimensions. Educational Psychology, 10(32): 1-30 [In Persian].

Delima, N., & Cahyawati, D. (2021). Students’ mathematics self-concept, mathematics anxiety and mathematics self-regulated learning during the Covid-19 pandemic. Jurnal Pendidikan Matematika, 15(2), 103-114.

Ergen, B., & Kanadli, S. (2017). The effect of self-regulated learning strategies on academic achievement: A meta-analysis study. Eurasian Journal of Educational Research, 17(69): 55-74.‏

Fardin, M.A. (2020). COVID-19 and anxiety: A review of psychological impacts of infectious disease outbreaks. Archives of Clinical Infectious Diseases, 15(COVID-19), e102779.

Fili, A., Rafii Bakhsh, F., Yazidi, F. (2018). Predicting students' academic vitality based on academic self-regulation and social skills, the 4th National Conference on New Approaches in Education and Research, Mahmoudabad [In Persian].

Fischhoff, B. (2020). Speaking of psychology: Coronavirus anxiety. American Psychological Association.

Fomina, T., Burmistrova-Savenkova, A., & Morosanova, V. (2020). Self-regulation and psychological well-being in early adolescence: A two-wave longitudinal study. Behavioral Sciences, 10(3): 67.

Fuente, J., Peralta-Sánchez, F. J., Martínez-Vicente, J. M., Sander, P., Garzón-Umerenkova, A., & Zapata, L. (2020). Effects of self-regulation vs. external regulation on the factors and symptoms of academic stress in undergraduate students. Frontiers in Psychology, 11,1773.

Garfin, D. R., Silver, R. C., & Holman, E. A. (2020). The novel coronavirus (COVID-2019) outbreak: Amplification of public health consequences by media exposure. Health Psychology: Official Journal of the Division of Health Psychology, American Psychological Association. Advance online publication.

Garnefski, N., & Kraaij, V. (2006). Relationships between cognitive emotion regulation strategies and depressive symptoms: a comparative study of five specific samples. Personality and Individual Differences, 40, 1659-1669.

Garshasbi, A., khorsand, E., Taghizadeh, A. (2018). The Effect of Self- Regulation Skills Training on Academic Achievement Motivation and Academic Performance of Nursing Students in English lesson. Research in Medical Education, 10 (1):9-1 [In Persian].

Ghamari, M. (2022). Predicating the academic buoyancy and academic performance of college students based on Islamic lifestyle. Cultural Psychology, 6(1): 179-198[In Persian].

Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation. New York: Guilford Press.

Hancock, K.M., Swain, J., Hainsworth, C.J., Dixon, A.L., Koo, S., & Munro, K. (2020). Acceptance and commitment therapy versus cognitive behavior therapy for children with anxiety: Outcomes of a randomized controlled trial. Journal of Clinical Child & Adolescent Psychology, 47(2): 296-311.

Hassani, J. (2011). The reliability and validity of the short form of the cognitive emotion regulation questionnaire. Journal of Research in Behavioural Sciences, 9 (4):229-240 [In Persian].

Heydari, M., Bagharian, F., Kaveh, N., Zare, N., Khalidi, H. (2021). Prediction of Corona anxiety based on the dimensions of cognitive emotion regulation strategies, 7th International Conference on Health, Treatment and Health Promotion [In Persian].

Hollocks, M.J., Lerh, J.W., Magiati, I., Meiser-Stedman, R., & Brugha, T.S. (2019). Anxiety and depression in adults with autism spectrum disorder: A systematic review and meta-analysis. Psychological Medicine, 49(4): 559-572.

Jafari, D., Bahrami, M. (2015). Prediction of academic vitality based on metacognitive beliefs and cognitive emotion regulation in students, the second national conference of psychology of educational and social sciences, Babol [In Persian].

Kabini Moghadam, S., Entesare Foumani, G., Hejazi, M., & Asadzadeh, H. (2020). Comparison of the Effect of Instruction of Self-regulated Learning and Help-seeking Strategies Training to Increase Educational Engagement and Buoyancy of Procrastinating Students. Biquarterly Journal of Cognitive Strategies in Learning, 7(13): 191-212 [In Persian].

Kadivar, P. (2003). The Role of Self-efficacy Beliefs, Self- regulation and Intelligence in Schlool Performance among Secondary School First Grade Students. Psychological Achievements, 10(2): 1-12 [In Persian].

Karimiafshar, I., ManzariTavakoli, A. (2017). The relationship between emotion regulation strategies and students' academic vitality, National Conference on Social and Psychological Disturbances, Firozabad [In Persian].

Kayseri, F., Shirazi, M. (2019). The role of cognitive emotion regulation strategies on corona anxiety, mental health and academic motivation of students during the corona epidemic, the first international conference of educational sciences, psychology, sports sciences and physical education, Sari [In Persian].

Khobiari, A., Khobiari, S. (2015). The relationship between metacognitive skills and cognitive emotion regulation strategies with the academic vitality of Shiraz University of Medical Sciences students, the third international conference on psychology, educational sciences and lifestyle, Mashhad [In Persian].

Khoshab, S., Towhidi. A., Tashk, A. (2020). The effects of self-regulation learning strategies training on academic buoyancy and academic achievement in female students with Academic problems. Journal of Disability Studies, 10, 137-137 [In Persian].

Kiani, A., & Karimianpour, G. (2019). The Role of Quality of Life in School and Self-Regulation in Predicting Students' Academic Vivacity. Journal of School Psychology, 8(1):173-191 [In Persian].

Mahmoudi, T. (2020). Predicting the general health status of students based on health anxiety and cognitive strategies of emotion regulation during the corona virus pandemic, First National Scientific- Students Conference on Psychology, Ardabil [In Persian].

Martin, A. J. & Marsh, H. W. (2006). Academic buoyancy and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3): 267-282.

Martin, A. J. (2014). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention‐deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84(1): 86-107. ‏

Martin, A. J., & Marsh, H. W. (2020). Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time. International Journal of Behavioral Development, 44(4): 301-312.

Martin, A. J., Ginns, P., Brackett, M. A., Malmberg, L.-E., & Hall, J. (2017). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128-133.

Mawarni, A., Sugandhi, N. M., Budiman, N., & Thahir, A. (2019). Academic buoyancy of science student in senior high school: analysis and implications for academic outcomes. In Journal of Physics: Conference Series (Vol. 1280, No. 3, p. 032046). IOP Publishing.

Miceli, S., Caci, B., Roccella, M., Vetri, L., Quatrosi, G., & Cardaci, M. (2021). Do Mental Health and Vitality Mediate the Relationship between Perceived Control over Time and Fear of COVID-19? A Survey in an Italian Sample. Journal of Clinical Medicine, 10(16): 3516.

Momen, H.A., Khobyari, A., Rastgar, M. (2018). The role of e-learning and cognitive emotion regulation strategies in predicting the academic vitality of students, the 5th International Conference on Modern Researches in the Field of Educational Sciences, Psychology and Social Studies of Iran, Tehran [In Persian].

Najafi, M. (2020). The effectiveness of emotion regulation training on reducing anxiety of high school students, the first national conference on psychotherapy in Iran, Ardabil [In Persian].

Putwain, D. W., Wood, P., & Pekrun, R. (2020). Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. Journal of Educational Psychology, 8(24): 125-137.

Rajkumar, R. P. (2020). COVID-19 and mental health: A review of the existing literature. Asian journal of psychiatry, 52, 102066.

Rubin, G. J., & Wessely, S. (2020). The psychological effects of quarantining a city. BMJ (Clinical Research Ed.), 368.

Saberi, R., Asadi Khanouki, AS., Safizadeh, Z. (2019). Investigating the relationship between emotional regulation strategies and the academic vitality of Farhangian University students in Kerman, First National Conference on Curriculum and Mind Training in Teacher Education, Gorgan [In Persian].

Salari, M., Bakraei, S., Sharifnejad Nemat Abadi, M. A., Alizadeh, N., & Mohseni, F. (2020). Prediction of Coronavirus Anxiety Based on Anxiety Tolerance and Cognitive Emotion Regulation in Employed Women. Journal of Applied Family Therapy, 1(4): 38-52 [In Persian].

Senobar, A., Kasir, S., TaghaviNasab, A., Raeisi, E. (2018). The role of cognitive and metacognitive learning strategies, academic optimism and academic engagement in predicting academic vitality of nursing students. Journal of Education Strategies in Medical Sciences, 11 (2):149-155 [In Persian].

Shadkam, H., Yaghoobi, A., Zanganeh Motlagh, F., pirani, Z., & Mohagheghi, H. (2021). Developing a model of academic buoyancy based meaning of life mediated by happiness in students. Positive Psychology Research, 7(4): 41-54 [In Persian].

Shaikholeslami, R., Taheri, Z. (2017). Causal explanation of academic buoyancy based on parental and peer attachment, and cognitive emotion regulation. Psychological Methods and Models, 8(29): 1-22 [In Persian].

Shareeai, A., Babazadeh, Z., Mahdiani, Z., & fathy karkaragh, F. (2021). Investigating the role of academic self-regulatory mediator in the effect of educational vitality on academic motivation in high school students in Ardabil, District 2. Journal of School Counseling, 1(1): 1-15 [In Persian].  

Sheikhalizadeh, S., Bayrami, M., Hashemi, T., & Vahedi, S. (2019). The Effectiveness of Mindfulness Techniques Training on Academic vitality by moderating roles of Student Social Achievement Goals. Biquarterly Journal of Cognitive Strategies in Learning, 7(12), 127-148 [In Persian].  

Shirdel, A., Rezaeirad, M. (2022). The effect of using electronic content in online education on academic performance, academic motivation and academic vitality of elementary school students in Corona pandemic. Research in Curriculum Planning, 19(72): 178-191 [In Persian].

Tabe bordbar, F., Eisakhani, S., & Esmaeili, M. (2021). The role of personality characteristics and source of health control in predicting corona anxiety in women. Journal of Clinical Psychology, 13(3): 59-68 [In Persian].

Tazik, A. (2019). The relationship between students' academic vitality and their learning anxiety, the second national conference on new teaching-learning findings in elementary school, Bandar Abbas [In Persian].

Usher, E. L., & Schunk, D. H. (2017). Social cognitive theoretical perspective of self-regulation. In Handbook of self-regulation of learning and performance (pp. 19-35). Routledge.

Veyskarami, H., Soleymani, M., & senobar, A. (2021). The Effect of Self-regulation Learning Strategies on Academic Self-efficacy and Test Anxiety among Female Students with Academic Failure. Educational and Scholastic studies, 10(2): 87-106 [In Persian].

Wilson, C. J., Holmes, Y. B., & Holmes, D. B. (2014). The effect of emotion regulation strategies on physiological and self-report measures of anxiety during a stress-inducing academic task. International Journal of Psychology and Psychological Therapy, 14(1): 1-15.‏

World Health Organization (2020). Statement on the second meeting of the International Health Regulations. Emergency Committee regarding the outbreak of novel coronavirus (2019-nCoV). Geneva, Switzerland: World Health Organization.

Zal Jarchlou, S., Entesar Foumani, G., Kiani, Q., & Hejazi, M. (2021). Effectiveness of Teaching Self-Regulatory Strategies on Academic Buoyancy and Creativity of Procrastinating Students. Women and Family Studies, 14(53): 73-90 [In Persian].

Zhao, T., Fu, Z., Lian, X., Ye, L., & Huang, W. (2021). Exploring Emotion Regulation and Perceived Control as Antecedents of Anxiety and Its Consequences During Covid-19 Full Remote Learning. Frontiers in Psychology, 12, 2608.

Abbasi, N., & Yousefi, F. (2021). Relationship between parental psychological control and university students’ subjective vitality: the mediating role of cognitive emotion regulation. Psychological Methods and Models, 11(42): 15-31 [In Persian].

Adesola, S. A., & Li, Y. (2018). The relationship between self-regulation, self-efficacy, test anxiety and motivation. International Journal of Information and Education Technology, 8(10): 759-763.

Akbari Chermahini, S., & Molaei Yasavoli, M. (2020). Predicting COVID-19 Anxiety Based on Cognitive Emotion Regulation Strategies and Demographic Components. Research in Cognitive and Behavioral Sciences, 10(1): 169-182 [In Persian].

Alipour, A., Ghadami, A., Alipour, Z., & Abdollahzadeh, H. (2020). Preliminary validation of the Corona Disease Anxiety Scale (CDAS) in the Iranian sample. Health Psychology, 8(32): 163-175 [In Persian].

Alizadeh, D., Bagheri Shikhangfeshe, F., Pirabbasi, G., Shaikhli, N. (2019). Investigating the effectiveness of self-regulated learning strategies on students' academic vitality and academic achievement: a systematic study, the first international counseling conference, Ardabil [In Persian].

Al-Rabiaah, A., Temsah, M.H., Al-Eyadhy, A.A., Hasan، G.M., Al-Zamil, F., Al-Subaie, S., et al. (2020). Middle East respiratory syndrome-corona virus (MERS-CoV) associated stress among medical students at a university teaching hospital in Saudi Arabia. Journal of Infection and Public Health, 13(5): 687-691.

Alvi, E., & Gillies, R. M. (2020). Teachers and the teaching of self-regulated learning (SRL): The emergence of an integrative, ecological model of SRL-in-context. Education Sciences, 10(4): 98.

Amirfakhraei, A., Masoumifard, M., Esmaeilishad, B., DashtBozorgi, Z., Darvish Baseri L. (2020). Prediction of corona virus anxiety based on health concern, psychological hardiness, and positive meta-emotion in diabetic patients. Journal of Diabetes Nursing, 8 (2):1072-1083 [In Persian].

Andami Khoshk, A., Golzar, M., Esmaeili Nasab, M. (2013). Role of nine strategies of cognitive emotion regulation in the prediction of resilience. Thoughts and Behavior in Clinical Psychology, 8(27): 57-66 [In Persian].

Arslan, G., Yıldırım, M., & Aytaç, M. (2022). Subjective vitality and loneliness explain how coronavirus anxiety increases rumination among college students. Death studies, 46(5): 1042-1051.

Asnaani, A., Tyler, J., McCann, J., Brown, L., & Zang, Y. (2020). Anxiety sensitivity and emotion regulation as mechanisms of successful CBT outcome for anxiety-related disorders in a naturalistic treatment setting. Journal of affective disorders, 267, 86-95.

Brooks, S.K., Webster, R.K., Smith, L.E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Journal Lancet, 395 (10227): 912-920.

Comerford, J., Batteson, T., & Tormey, R. (2015). Academic Buoyancy In Second Level Schools: Insights From Ireland. Procedia-Social and Behavioral Sciences, 197, 98-103.

Cure, E., & Cure, MC. (2020). Angiotensinconverting enzyme inhibitors and angiotensin receptor blockers may be harmful in patients with diabetes during COVID-19 pandemic. Diabetes & Metabolic Syndrome: Clinical Research & Review, 14(4):349-50.

Daniali M, Eskandari E. (2022). Predicting coronavirus anxiety based on resilience, cognitive emotion regulation strategies, and cyberchondria. Advances in Cognitive Sciences, 23 (4):61-71[In Persian].

Dehghanizadeh, M., Hossienchari, M., Moradi, M., & Soleymani Khashab, A. (2014). Academic Buoyancy and Perception of Family Communication Patterns and Structure of Class: The Mediatory Role of Self-Efficacy Dimensions. Educational Psychology, 10(32): 1-30 [In Persian].

Delima, N., & Cahyawati, D. (2021). Students’ mathematics self-concept, mathematics anxiety and mathematics self-regulated learning during the Covid-19 pandemic. Jurnal Pendidikan Matematika, 15(2), 103-114.

Ergen, B., & Kanadli, S. (2017). The effect of self-regulated learning strategies on academic achievement: A meta-analysis study. Eurasian Journal of Educational Research, 17(69): 55-74.‏

Fardin, M.A. (2020). COVID-19 and anxiety: A review of psychological impacts of infectious disease outbreaks. Archives of Clinical Infectious Diseases, 15(COVID-19), e102779.

Fili, A., Rafii Bakhsh, F., Yazidi, F. (2018). Predicting students' academic vitality based on academic self-regulation and social skills, the 4th National Conference on New Approaches in Education and Research, Mahmoudabad [In Persian].

Fischhoff, B. (2020). Speaking of psychology: Coronavirus anxiety. American Psychological Association.

Fomina, T., Burmistrova-Savenkova, A., & Morosanova, V. (2020). Self-regulation and psychological well-being in early adolescence: A two-wave longitudinal study. Behavioral Sciences, 10(3): 67.

Fuente, J., Peralta-Sánchez, F. J., Martínez-Vicente, J. M., Sander, P., Garzón-Umerenkova, A., & Zapata, L. (2020). Effects of self-regulation vs. external regulation on the factors and symptoms of academic stress in undergraduate students. Frontiers in Psychology, 11,1773.

Garfin, D. R., Silver, R. C., & Holman, E. A. (2020). The novel coronavirus (COVID-2019) outbreak: Amplification of public health consequences by media exposure. Health Psychology: Official Journal of the Division of Health Psychology, American Psychological Association. Advance online publication.

Garnefski, N., & Kraaij, V. (2006). Relationships between cognitive emotion regulation strategies and depressive symptoms: a comparative study of five specific samples. Personality and Individual Differences, 40, 1659-1669.

Garshasbi, A., khorsand, E., Taghizadeh, A. (2018). The Effect of Self- Regulation Skills Training on Academic Achievement Motivation and Academic Performance of Nursing Students in English lesson. Research in Medical Education, 10 (1):9-1 [In Persian].

Ghamari, M. (2022). Predicating the academic buoyancy and academic performance of college students based on Islamic lifestyle. Cultural Psychology, 6(1): 179-198[In Persian].

Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation. New York: Guilford Press.

Hancock, K.M., Swain, J., Hainsworth, C.J., Dixon, A.L., Koo, S., & Munro, K. (2020). Acceptance and commitment therapy versus cognitive behavior therapy for children with anxiety: Outcomes of a randomized controlled trial. Journal of Clinical Child & Adolescent Psychology, 47(2): 296-311.

Hassani, J. (2011). The reliability and validity of the short form of the cognitive emotion regulation questionnaire. Journal of Research in Behavioural Sciences, 9 (4):229-240 [In Persian].

Heydari, M., Bagharian, F., Kaveh, N., Zare, N., Khalidi, H. (2021). Prediction of Corona anxiety based on the dimensions of cognitive emotion regulation strategies, 7th International Conference on Health, Treatment and Health Promotion [In Persian].

Hollocks, M.J., Lerh, J.W., Magiati, I., Meiser-Stedman, R., & Brugha, T.S. (2019). Anxiety and depression in adults with autism spectrum disorder: A systematic review and meta-analysis. Psychological Medicine, 49(4): 559-572.

Jafari, D., Bahrami, M. (2015). Prediction of academic vitality based on metacognitive beliefs and cognitive emotion regulation in students, the second national conference of psychology of educational and social sciences, Babol [In Persian].

Kabini Moghadam, S., Entesare Foumani, G., Hejazi, M., & Asadzadeh, H. (2020). Comparison of the Effect of Instruction of Self-regulated Learning and Help-seeking Strategies Training to Increase Educational Engagement and Buoyancy of Procrastinating Students. Biquarterly Journal of Cognitive Strategies in Learning, 7(13): 191-212 [In Persian].

Kadivar, P. (2003). The Role of Self-efficacy Beliefs, Self- regulation and Intelligence in Schlool Performance among Secondary School First Grade Students. Psychological Achievements, 10(2): 1-12 [In Persian].

Karimiafshar, I., ManzariTavakoli, A. (2017). The relationship between emotion regulation strategies and students' academic vitality, National Conference on Social and Psychological Disturbances, Firozabad [In Persian].

Kayseri, F., Shirazi, M. (2019). The role of cognitive emotion regulation strategies on corona anxiety, mental health and academic motivation of students during the corona epidemic, the first international conference of educational sciences, psychology, sports sciences and physical education, Sari [In Persian].

Khobiari, A., Khobiari, S. (2015). The relationship between metacognitive skills and cognitive emotion regulation strategies with the academic vitality of Shiraz University of Medical Sciences students, the third international conference on psychology, educational sciences and lifestyle, Mashhad [In Persian].

Khoshab, S., Towhidi. A., Tashk, A. (2020). The effects of self-regulation learning strategies training on academic buoyancy and academic achievement in female students with Academic problems. Journal of Disability Studies, 10, 137-137 [In Persian].

Kiani, A., & Karimianpour, G. (2019). The Role of Quality of Life in School and Self-Regulation in Predicting Students' Academic Vivacity. Journal of School Psychology, 8(1):173-191 [In Persian].

Mahmoudi, T. (2020). Predicting the general health status of students based on health anxiety and cognitive strategies of emotion regulation during the corona virus pandemic, First National Scientific- Students Conference on Psychology, Ardabil [In Persian].

Martin, A. J. & Marsh, H. W. (2006). Academic buoyancy and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3): 267-282.

Martin, A. J. (2014). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention‐deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84(1): 86-107. ‏

Martin, A. J., & Marsh, H. W. (2020). Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time. International Journal of Behavioral Development, 44(4): 301-312.

Martin, A. J., Ginns, P., Brackett, M. A., Malmberg, L.-E., & Hall, J. (2017). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128-133.

Mawarni, A., Sugandhi, N. M., Budiman, N., & Thahir, A. (2019). Academic buoyancy of science student in senior high school: analysis and implications for academic outcomes. In Journal of Physics: Conference Series (Vol. 1280, No. 3, p. 032046). IOP Publishing.

Miceli, S., Caci, B., Roccella, M., Vetri, L., Quatrosi, G., & Cardaci, M. (2021). Do Mental Health and Vitality Mediate the Relationship between Perceived Control over Time and Fear of COVID-19? A Survey in an Italian Sample. Journal of Clinical Medicine, 10(16): 3516.

Momen, H.A., Khobyari, A., Rastgar, M. (2018). The role of e-learning and cognitive emotion regulation strategies in predicting the academic vitality of students, the 5th International Conference on Modern Researches in the Field of Educational Sciences, Psychology and Social Studies of Iran, Tehran [In Persian].

Najafi, M. (2020). The effectiveness of emotion regulation training on reducing anxiety of high school students, the first national conference on psychotherapy in Iran, Ardabil [In Persian].

Putwain, D. W., Wood, P., & Pekrun, R. (2020). Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. Journal of Educational Psychology, 8(24): 125-137.

Rajkumar, R. P. (2020). COVID-19 and mental health: A review of the existing literature. Asian journal of psychiatry, 52, 102066.

Rubin, G. J., & Wessely, S. (2020). The psychological effects of quarantining a city. BMJ (Clinical Research Ed.), 368.

Saberi, R., Asadi Khanouki, AS., Safizadeh, Z. (2019). Investigating the relationship between emotional regulation strategies and the academic vitality of Farhangian University students in Kerman, First National Conference on Curriculum and Mind Training in Teacher Education, Gorgan [In Persian].

Salari, M., Bakraei, S., Sharifnejad Nemat Abadi, M. A., Alizadeh, N., & Mohseni, F. (2020). Prediction of Coronavirus Anxiety Based on Anxiety Tolerance and Cognitive Emotion Regulation in Employed Women. Journal of Applied Family Therapy, 1(4): 38-52 [In Persian].

Senobar, A., Kasir, S., TaghaviNasab, A., Raeisi, E. (2018). The role of cognitive and metacognitive learning strategies, academic optimism and academic engagement in predicting academic vitality of nursing students. Journal of Education Strategies in Medical Sciences, 11 (2):149-155 [In Persian].

Shadkam, H., Yaghoobi, A., Zanganeh Motlagh, F., pirani, Z., & Mohagheghi, H. (2021). Developing a model of academic buoyancy based meaning of life mediated by happiness in students. Positive Psychology Research, 7(4): 41-54 [In Persian].

Shaikholeslami, R., Taheri, Z. (2017). Causal explanation of academic buoyancy based on parental and peer attachment, and cognitive emotion regulation. Psychological Methods and Models, 8(29): 1-22 [In Persian].

Shareeai, A., Babazadeh, Z., Mahdiani, Z., & fathy karkaragh, F. (2021). Investigating the role of academic self-regulatory mediator in the effect of educational vitality on academic motivation in high school students in Ardabil, District 2. Journal of School Counseling, 1(1): 1-15 [In Persian].  

Sheikhalizadeh, S., Bayrami, M., Hashemi, T., & Vahedi, S. (2019). The Effectiveness of Mindfulness Techniques Training on Academic vitality by moderating roles of Student Social Achievement Goals. Biquarterly Journal of Cognitive Strategies in Learning, 7(12), 127-148 [In Persian].  

Shirdel, A., Rezaeirad, M. (2022). The effect of using electronic content in online education on academic performance, academic motivation and academic vitality of elementary school students in Corona pandemic. Research in Curriculum Planning, 19(72): 178-191 [In Persian].

Tabe bordbar, F., Eisakhani, S., & Esmaeili, M. (2021). The role of personality characteristics and source of health control in predicting corona anxiety in women. Journal of Clinical Psychology, 13(3): 59-68 [In Persian].

Tazik, A. (2019). The relationship between students' academic vitality and their learning anxiety, the second national conference on new teaching-learning findings in elementary school, Bandar Abbas [In Persian].

Usher, E. L., & Schunk, D. H. (2017). Social cognitive theoretical perspective of self-regulation. In Handbook of self-regulation of learning and performance (pp. 19-35). Routledge.

Veyskarami, H., Soleymani, M., & senobar, A. (2021). The Effect of Self-regulation Learning Strategies on Academic Self-efficacy and Test Anxiety among Female Students with Academic Failure. Educational and Scholastic studies, 10(2): 87-106 [In Persian].

Wilson, C. J., Holmes, Y. B., & Holmes, D. B. (2014). The effect of emotion regulation strategies on physiological and self-report measures of anxiety during a stress-inducing academic task. International Journal of Psychology and Psychological Therapy, 14(1): 1-15.‏

World Health Organization (2020). Statement on the second meeting of the International Health Regulations. Emergency Committee regarding the outbreak of novel coronavirus (2019-nCoV). Geneva, Switzerland: World Health Organization.

Zal Jarchlou, S., Entesar Foumani, G., Kiani, Q., & Hejazi, M. (2021). Effectiveness of Teaching Self-Regulatory Strategies on Academic Buoyancy and Creativity of Procrastinating Students. Women and Family Studies, 14(53): 73-90 [In Persian].

Zhao, T., Fu, Z., Lian, X., Ye, L., & Huang, W. (2021). Exploring Emotion Regulation and Perceived Control as Antecedents of Anxiety and Its Consequences During Covid-19 Full Remote Learning. Frontiers in Psychology, 12, 2608.