Journal of Research in Educational Systems

Abstract The aim of this study was to determine the mediating Role of Perceived Social Support in Relationship between Academic Satisfaction, Emotional Intelligence, Self-Regulation and Assertiveness. The research method was correlation of the type path analysis. The statistical population included all high school students in Kermanshah, from which 384 people were selected as a statistical sample. The sampling method was Multistage sampling. In order to collect Data the Academic Satisfaction Questionnaire (ASQ), Schutte Self-Assessment Questionnaire, (SRI), Gambrill, Richey Assertion Inventory(AI), Multidimensional Perception Social Support Scale (MSPSS) and Bouffard self-regulatory questionnaire(BSF) were used. Data analysis was performed using path analysis statistical method and by the SPSS-24, and AMOS-22 software. Findings showed that emotional intelligence, self-regulation and assertiveness through perceived social support have an indirect and significant effect on academic satisfaction and the causal model of academic satisfaction is based on the The mentioned variables is significant. Due to the important role of satisfaction in academic success and achievement, it is suggested to families, teachers and educational institutions that more research be done to identify the factors affecting this variable to provide the necessary conditions to increase academic satisfaction.

Abstract The main purpose of this study was to predict academic satisfaction through character virtues mediated by emotional self-regulation in Female Students of secondary school students in Mahabad. The research method was applied in terms of purpose and is based on descriptive-survey information collection. The statistical population includes all female students in the second secondary school of Mahabad city in the academic year of 1998-99 (N = 3681). The samples were determined using Cochran's formula 348 people and a questionnaire was distributed electronically among the samples. Also, statistical sampling method was available in the present study. Satisfaction questionnaires Shaykh al-Islami and Ahmadi (2011), Patterson and Seligman (2004) Active Values Questionnaire and Hoffman and Kashdan Affective Style Questionnaire (2010) were used to collect data through simultaneous multiple regression analysis at the significance level of 0.05 and Sobel test. Data analysis was performed. The results of regression analysis showed that character virtues (wisdom, courage, humanity, justice, temperance and transcendence) and dimensions of emotional self-regulation (re-adjusting affect, conceal or suppress affect and tolerate and accept) have a positive and significant relationship with academic satisfaction (05/0≥ P), as well as emotional self-regulation Academic satisfaction showed a positive and significant relationship(05/0≥ P )On the other hand, it was found that academic satisfaction is predicted positively and significantly through character virtues by mediating emotional self-regulation dimensions (re-adjusting affect, conceal or suppress affect and tolerate and accept)