Cognitive psychology and school learning
Kazem Hassani; Parasto Sohrabi; Mohyedin Mohammad khani
Abstract
This study was conducted to predicting academic failure based on rumination with the mediating role of procrastination and emotion regulation difficulty in second high school period students in Kermanshah city. The research was descriptive and correlational. The statistical population included all female ...
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This study was conducted to predicting academic failure based on rumination with the mediating role of procrastination and emotion regulation difficulty in second high school period students in Kermanshah city. The research was descriptive and correlational. The statistical population included all female students of the second high school period in Kermanshah city, district 1 in the academic year 2022, from which 120 people were selected using available sampling method. To collect data, fear of academic failure assessment questionnaire, rumination questionnaire, academic procrastination questionnaire and emotional regulation difficulty questionnaire were used. Research data analysis was done using descriptive statistics (mean and standard deviation), Pearson correlation coefficient, multivariate regression and structural equation modeling with SPSS-24 software. Based on the results, the proposed model of causal relationships between the mentioned variables had an acceptable fit. In general, in the proposed research model, the results showed that regulating emotions is related to academic failure both directly and indirectly through procrastination and difficulty rumination in students. The results of this research have important practical recommendations for psychologists, counselors and planners in the field of education to identify the cognitive, emotional and academic problems of learners with timely and appropriate interventions and by correcting and treating them they can improve students’.mental health and academic quality.
