Predicting Students' Academic Vitality Based on Cognitive Emotion Regulation and Cognitive Processing

Document Type : Research Article


1 Professor, Department of Psychology, Faculty of Economic and Social Sciences, Bu Ali Sina University, Hamadan, Iran

2 PhD Student in Educational Psychology, Faculty of Economics and Social Sciences, Bu Ali Sina University, Hamadan, Iran


Objective: Academic buoyancy, cognitive emotion regulation and cognitive processing are effective factors on learning and play an important role in students' academic success. The aim of this study was to investigate the role of cognitive emotion regulation and cognitive processing in predicting students' academic vitality.
Methods: The research method is descriptive-correlational. The statistical population of the study included all junior high school students studying in the academic year 1399-1400 in Kurdistan province, Sarvabad city. The sampling method was stratified cluster and 322 people were determined for the sample size based on Cochran's formula. In order to collect information, Hossein Chari and Dehghanizadeh (2012) Academic Vitality Questionnaire based on Martin and Marsh scale, Garnfsky et al.'s (2001) Cognitive-Emotional Regulation Questionnaire and Squonberg and Skilder (1996) Cognitive Information Processing Questionnaire were used. Data were analyzed using Pearson correlation coefficient and multiple regression analysis by SPSS software.
Results: Findings showed that the structures of cognitive emotion regulation and cognitive processing play a role in predicting the academic life. Also, the results of regression analysis revealed that 0.86% of the total variance of academic vitality is predictable based on cognitive emotion regulation and cognitive processing.
Conclusion: Therefore, it can be concluded that the structures of cognitive emotion regulation and cognitive processing are variables related to students' academic achievement.


Main Subjects

Amir, N., Taylor, C. T., & Donohue, M. C. (2011). Predictors of response to an attention modification program in generalized social phobia. Journal of Consulting and Clinical Psychology, acceptance and commitment therapy? In S.C. Hayes & K.D. Strosahl (Eds.), 79(4), 533-541. and experimental Psychiatry, 33, 73-89.
Balzarotti, S., Biassoni, F., Villani, D., Prunas, A., & Velotti, P. (2016). Individual differences in cognitive emotion regulation: Implications for subjective and psychological well-being. Journal of Happiness Studies, 17(1), 125-143.‏
Boekaerts, M. (2002). Motivation to Learn. Educational Practices Series. International Academy of Education, 10(29), 470- 681.
Cicchetti, D., & Cohen, D. J. (2006). Volume 3: Risk, disorder, and adaptation John Wiley & Sons .Developmental psychopathology, (Vol. 3).
Dehghanizadeh, M. H., & Hosseinchari, M. (2012). Academic buoyancy and perception of family communication model: the mediating role of self- efficacy. Studies in Learning and Instruction, 63, 21-49. (In Persion).
Duijn, M., Rosenstiel, I. V., Schats, W., Smallenbroek, C., & Dahmen, R. (2011). Vitality and health: A lifestyle programme for employees. Integrative Medicine, 3(1), 97-10.
Farhadi, A, Ghadampour, E., Khalili Geshnigani, Z. (2016). Predicting academic buoyancy based on cognitive, motivational and behavioral involvement among students of Lorestan University of Medical Sciences. Education Strategies in Medical Sciences, 9(4), 260-265. (In Persian)
Fooladi, A., Kajbaf, M., Ghamarani, A. (2016). Effectiveness of Academic Buoyancy Training on Academic Meaning and Academic Performance of Third Grade Girl Students at the First Period of High School in Mashhad City. Research in School and Virtual Learning, 4(15), 93-103. (In Persian)
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226.
Garnefski N, Kraaij V, & Spinhoven P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual differences, 30(8), 1311-1327.
Garnefski N, Teerds J, Kraaij V, Legerstee J, van den Kommer T. (2004). “Cognitive emotion regulation strategies and depressive symptoms: differences between males and females”. Personality and individual differences, 36(2), 267-276.
Garnefski, N., Kraaij, V., & Spinhoven, P. (2002). Manual for the use of the Cognitive Emotion Regulation Questionnaire. Leiderdorp, The Netherlands: DATEC.
Habibi-Kaleybar, R. (2020). The Relationship Between Purposeful Control, Cognitive Flexibility and Emotional Processing with Academic Performance Students. Biquarterly Journal of Cognitive Strategies in Learning, 8(15), 183-204. (In Persian)
Halligan, S. L., Clark, D. M., & Ehlers, A. (2002). Cognitive processing, memory, and the development of PTSD symptoms: Two experimental analogue studies. Journal of Behavior therapy and experimental Psychiatry, 33(2), 73-89.
John, O. P., & Gross, J. J. (2004). Healthy and unhealthy emotion regulation: Personality processes, individual differences, and life span development. Journal of personality, 72(6), 1301-1334.
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)
Kesek, A., Zelazo, P. D., & Lewis, M. D. (2009). The development of executive function and emotion regulation in adolescence. In N. Allen, & L. Sheeber (Eds.), Adolescent emotional development and the emergence of depressive disorders (pp. 135-155). New York, NY: Cambridge University Press.
Macedo, A., Marques, C., Quaresma, V., Soares, M. J., Amaral, A. P., Araújo, A. I., & Pereira, A. T. (2017). Are perfectionism cognitions and cognitive emotion regulation strategies mediators between perfectionism and psychological distress?, Personality and Individual Differences, 119, 46-51.
Martin, A. J. (2013). Academic buoyancy and academic resilience: Exploring ‘everyday’and ‘classic’resilience in the face of academic adversity. School Psychology International, 34(5), 488-500.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.
Martin, A. J., & Marsh, H. W. (2008). Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students. Journal of Psychoeducation Assessment, 26(2), 168-184.
Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353-370.
Moradi, M., Cheraghi, A. (2014). Causal-empirical model of relationships between perceptions of family communication patterns, perceptions of class structure, academic motivation and self-control, and academic vitality in high school adolescents. Journal of Teaching and Learning Studies, 6(1), 113-140. (In Persian)
Narimani, M., Daryadel, S., Sobhi gharamaleki, N., Mikayili, N. (2017). A Comparison of cognitive impairment, emotional processing and selective attention in students with and without dyscalculia. Journal of Learning Disabilities, 6(4), 153-168. (In Persian)
Narimani, M., Rashidi, J., Zardi, B. (2019). The role of children’s self-concept, family’s social support, and parenting styles in predicting academic vitality among students with specific learning disability. Journal of Learning Disabilities, 8(3), 112-133. (In Persian)
Nourizade, N., Mikeeli manee, F., Rostami, R. (2015). The effectiveness of neurofeedback training on cognitive processing in children with attention deficit hyperactivity disorder. Journal of School Psychology, 4(3), 119-136. (In Persian)
Ochsner, K. N., & Gross, J. J. (2005). The cognitive control of emotion. Trends in cognitive sciences, 9(5), 242-249.
Pettus, K. R. (2006). The relationship of parental monitoring to community college student adjustment and achievement: differences by gender, ethnicity, parental education level, and student residence. Doctoral Dissertation, Carolina University. practical guide to acceptance and Commitment Therapy (pp.3-29). New York
Pourabdol, S., Sobhi gharamaleki, N., Ghaedi, G., Nabidoost, A. (2020). Effectiveness of Emotion Regulation Training in decreasing educational burnout and academic procrastination among students with Specific Learning Disorder (SLD). Biquarterly Journal of Cognitive Strategies in Learning, 7(13), 49-68. (In Persian)
Putwain, D. W., Daly, T., Chamberlain, S., & Saddredini, S. (2015). Sink or swim: Buoyancy and coping in the test anxiety and academic performance relationship. Educational Psychology, 85(3), 247-263.
Putwain, D. W., Daly, T., Chamberlain, S., & Saddredini, S. (2015). Sink or swim: Buoyancy and coping in the test anxiety and academic performance relationship. Educational Psychology, 85(3), 247-263.
Ryan, R. M., & Frederick, C. M. (1997). On energy, personality and health: subjective vitality as a dynamic reflection of well-being. Journal of Personality, 65(4), 529-565.
Sadeghi, M, Khalili Geshnigani, Z. (2016). The role of self-directed learning in predicting academic buoyancy in students of Lorestan University of Medical Sciences. Research in Medical Education, 8(2), 9-17. (In Persian)
Sadock, B. J., & Sadock, V. A. (2015). Kaplan & sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th Ed.).
Solberg, P. A., Hopkins, W. G., Ommundsen, Y., & Halvari, H. (2012). Effects of three training types on vitality among older adults: A self-determination theory perspective. Psychology of Sport and Exercise, 13, 407-417. Springer-Verlag.
Strack, F., & Deutsch, R. (2004). Reflective and impulsive determinants of social behavior. Personality and social psychology review, 8(3), 220-247.
Wiers, R. W., Gladwin, T. E., Hofmann, W., Salemink, E., & Ridderinkhof, K. R. (2013). Cognitive bias modification and cognitive control training in addiction and related psychopathology mechanisms, clinical perspectives, and ways forward. Clinical Psychological Science, 1(2), 192-212.
Wiers, R., & Stacy, A. (2006). Handbook on implicit cognition and addiction. Thousand Oaks, CA: SAGE.
Wiers, R., Ames, S. L., Hofmann, W., Krank, M., & Stacy, A. (2010). Impulsivity, impulsive and reflective processes and the development of alcohol use and misuse in adolescents and young adults. Frontiers in psychology, 1(144), 1-12.