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 ability to self-regulate is one of the most important factors in relation with many positive psychological outcomes and should be fostered especially in students. The aim of the present study was to test the effectiveness of executive functions education on self-regulation base on mediator role of planning. The research design was semi-experimental design with pretest-posttest with control group. The statistical population of this study was all students in the fifth, sixth and seventh grade in the 2nd district of Tehran. The participants were 40 students who were enrolled in schools in academic year of 2018-19. These participants selected through convenience sampling. In the experimental group, 20 students received 8 sessions of 90 minutes of training, while the members of the control group received no training. The research tool was The Behavior Rating Inventory of Executive Function. For analysis of data, structural models with partial least squares approach were used in the form of MIMIC model. From significant findings of this study, we can mention the fitting of conceptual model as well as the direct and indirect effect of executive functions education on self-regulation. In sum the fitting model showed the importance of training and mediator variable.