Journal of Research in Educational Systems

Abstract  The present research was conducted with the aim of formulating a model of students' emotion regulation based on the relationship between academic resilience, coping strategies, metacognitive awareness and hardiness.
 The method was correlation. The statistical population of this research included high school students living in Fereydonshahr, Buin and Miandasht areas in the academic year 1400-1401, of which 402 samples were selected by convenience sampling method. Measurement tools in this research include Emotion Regulation Questionnaire  (ERQ, Gross & John, 2003), Academic Resilience Scale (ARS, Samuels, 2004), Multidimensional Coping Inventory (MCI) (Endler and Parker, 1990), Hardiness Scale (Kobasa, 1979) and Metacognitive Awareness Inventory (Schraw and Dennison, 1994).
Data analysis was done using SPSS-22 and LISREL-8 software and and the method of structural equation analysis and path analysis.
 The findings showed that the effect of resilience, metacognitive awareness and coping strategies on emotion regulation were positive and significant (p< 0.01) ; But the effect of strictness on emotion regulation was not significant (p> 0.01). Also, the effect of resilience on metacognitive awareness, coping strategies and hardiness was significant (p< 0.01) and the effect of hardiness on coping strategies was not significant (p> 0.01).
As a result, based on the research findings, it is possible to provide programs for training and strengthening the skills of coping strategies, metacognitive awareness and hardiness in order to improve students' emotion regulation and resilience. Also, more research is suggested to clarify the relationship between hardiness and emotion regulation and coping strategies.

Abstract Critical conditions in covid can lead to negative psychological effects that affect the mental health of people. Accordingly, the aim of this study was to investigate the structural relationship between fear of covid and covid 's anxiety and coping strategies with the mediating role of anger. The present study was a descriptive-correlational study. The statistical population consisted of all students over 20 years old of South Tehran Branch Islamic Azad University, Faculty of Psychology in the academic year 1399-1400. Using the Convenience sampling 250 students were selected and responded to Fear of Disease Coronaviruses Scale by Ahorsu et al. (2020), Corona Disease Anxiety Scale by Alipoor et al. (1398), State-trait anger expression inventory by Spielberger (1988) And Endler & Parker Multidimensional Coping Inventory (1990). data were analyzed using Pearson correlation and path analysis. The results showed that there is a positive and significant relationship between covid anxiety and fear of covid and between anger and fear of covid. Also, there is an indirect and significant relationship between coping strategies and fear of covid (P <0.05). The results of path analysis also showed that structural model is a valid model and the data fit well with the theoretical model. According to the results of the present study, its needed to run appropriate educational workshops to reduce anxiety and anger in individuals, in order to prevent fear of covid.

Abstract Feeling of frustration is a common experience that has had its harmful effects on the learning and academic performance of students in the focus of attention of researchers. In this research, the role of Ali's characteristics of personality traits and coping strategies in explaining academic frustration was investigated. Participants included 718 students (380 girls and 338 boys) from Shiraz high schools selected by a cluster sampling method. To collect data, a short version of the Goldberg personality trait questionnaire, the scale of coping strategies with academic bells, and the degree of boredom associated with the class and learning was used. In order to investigate the model using structural equation method and to determine the role of mediation of coping strategies, the Bootstrap method and Baron and Kenny stages were used in AMOS software. The results of the study showed that, except for consensus, other personality factors predict academic frustration. Avoidance cognitive coping strategies will mediate the effect of task-oriented traits and the openness of experience on academic frustration. Avoiding behavioral strategy also mediates the impact of extraversion, duty and openness on academic frustration. In addition, the study of fit indices indicated that the model was consistent with the observations. The implications of the findings in the light of theoretical foundations and previous research are the subject of this article.