academic vitality

Since students are the core of the educational system, paying more sensitivity and attention to the variables and components related to them is necessary. Academic vitality refers to a positive, constructive, and adaptive response to all kinds of problems and obstacles that students deal with every day. One of the variables that is effective in students' education is academic engagement, which refers to a positive behavior, a psychological state, and the opposite of burnout. This motivational state is not transitory but a stable emotional–cognitive state that is not focused on a specific object, event, person, or behavior and refers to a penetrating, stable, and positive state of mind related to work. It is one of three components of empowerment, commitment, and absorption in learning, and it has emotional, cognitive, and agency dimensions. Cognitive and metacognitive strategies are the activities the learner performs for better learning.

This quasi–experimental research employed a pretest–posttest design with two groups (experimental and control groups). The statistical population comprised all Saadi Girls' High School students in Neishabur City, Iran, in the academic year 2022–2023. To collect data, a sample of 30 students was selected by available sampling. Students in the experimental group were trained in cognitive and metacognitive strategies for 10 sessions, and the control group did not receive any training. The inclusion criteria were as follows: being in ninth grade, not participating in extracurricular classes, not having to repeat the grade in the ninth grade, not taking medication, and being interested in participating in the research. The exclusion criteria were as follows: high absenteeism and non–cooperation in the research. The research tools were the Academic Vitality Questionnaire (Dehghanizadeh and Hosseinchari, 2012) and the Academic Engagement Questionnaire (Zerang, 2012). Mean and standard deviation were used to analyze the data at the descriptive statistics level. At the level of inferential statistics, multivariate covariance analysis and univariate covariance analysis were used via SPSS version 22 software. The significance level was set at 0.05.

The results showed that after removing the effect of the pretest, the posttest score between the experimental and control groups for cognitive involvement (p<0.001), motivational involvement (p<0.010), behavioral involvement (p<0.001), total academic participation index (p<0.001), and academic vitality (p<0.001) were significant. Also, the effect size of cognitive–metacognitive strategies training was 86% on academic vitality, 72% on behavioral engagement, 60.6% on cognitive engagement, 22.3% on motivational engagement, and 33.7% on academic engagement.

Based on the findings, it is concluded that cognitive and metacognitive strategies effectively increase academic engagement and vitality.

Suicide is a complex social consequence and it is an increasing problem among female students, and many skills and interventions have been provided to prevent suicide. Therefore, the present study was conducted with the aim of determining the effectiveness of holographic treatment on social curiosity and academic vitality of female students attempting suicide.

Methods and Materials:

 The current research was a semi-experimental type with a pre-test and a post-test with a control group. The statistical population included all female students of Isfahan secondary school in 1402 who had a history of suicide in the last two years. Among them, 30 people were selected by the available sampling method and were replaced randomly and by lottery in two experimental and control groups (15 people in the experimental group and 15 people in the control group). The experimental group received holographic therapy (9 sessions) and one session every week for 90 minutes, and the control group did not receive any intervention during this period. The research questionnaires included the social curiosity questionnaire of Todd et al. (2018) and the academic vitality scale of Martin and Marsh (2006). For data analysis, univariate covariance analysis was used with SPSS version 25 software.

The results showed that holographic therapy was effective in increasing social curiosity and academic vitality in the post-test phase (p<0. 001).

The findings of the present study can be used in the selection and design of the most appropriate therapeutic approach to reduce suicidal thoughts of female students with psychological distress.

Students in the era of corona due to excessive use of cyberspace, usually face a decrease in health and academic motivation. Accordingly, the current study was conducted with the aim of the effectiveness of positive thinking training on academic vitality and achievement motivation of students during the coronavirus epidemic.

The present study was a quasi-experimental study with a pretest-posttest design with a control group and a follow-up stage. The statistical population of the research was all male students of the first secondary school in Kermanshah city in the academic year 2020-2021. Forty students were selected by purposive sampling and randomly assigned to experimental and control groups. The research tools included the latest validated version of the Academic Vitality Questionnaire (Dehghani Zadeh and Hossein Chari, 2012) and the Achievement Motivation Questionnaire (Hermans, 1970). The experimental group received 10 90-minute sessions of positive thinking; while the control group did not receive any intervention and received regular school education. The research data was analyzed by the method of analysis of variance with repeated measurements and SPSS 21 software.

The results of data analysis showed that positive thinking training was effective and positive on the components of academic vitality variables (P <0.01) and students' achievement motivation (P <0.01) and these results continued in the follow-up period (P <0.01).

Based on the findings of the present study, it can be concluded that positive thinking with its functional component has led to academic self-efficacy and this is effective in improving academic vitality. By having a positive mindset, one feels empowered, which in turn is effective in academic vitality and causes a cycle of positive academic events for the individual. Also, expressing positive experiences and receiving feedback from other members is one of the strongest steps in the positive approach in recognizing reliable abilities that play a role in increasing motivation for achievement.

Academic vitality is one of the important indicators in successful learning, which shows academic abilities and progress. This study endeavored to design a structural model to explain the mediating role of social information processing in the relationship between cognitive regulation of emotion and academic vitality in medical students of Kerman.

The research design was correlational. The population was formed by all medical students of Kerman in the academic year 2022. 230 students were selected through multi-stage random sampling method. To gather data, questionnaires of cognitive strategies of emotion regulation (CREQ), academic vitality (AVQ) and social information processing (IPRQ) were used. Descriptive statistics and Structural Equation Modeling and Amos were used for data analysis.

The results of the research indicated that the cognitive strategies of emotion regulation directly and indirectly with the mediation of social information processing have a significant relationship with academic vitality. Besides, 0.61 of the effect of emotion regulation cognitive strategies on academic vitality is indirectly explained by the mediating variable of information processing (p<0.01).

Overall, according to the results obtained from this research, by improving the processing of social information and improving the cognitive strategies of students' emotion regulation, such as social awareness, rumination and acceptance, it is possible to set the scene for increasing their academic vitality

Anxiety is one of the psychological factors that learners of the educational system experience a wide range of, on the other hand, academic vitality is one of the capabilities that play a role in students' adaptation, so the present study aims to determine the effectiveness of behavioral-cognitive group training in anxiety and the academic life of the students was done.

The current research method was quasi-experimental with a pre-test and post-test design and a control group with a follow-up period. The research population included all secondary school girls in Birjand city in the academic year of 2021-2022, 30 of whom were selected using accessible sampling and were randomly divided into two test groups (15 people) and control groups (15 people). The data collection tools included Lavibond and Lavibond's anxiety questionnaire and Dehghanzadeh and Hossein Chari's academic vitality. The experimental group was subjected to intervention in eight face-to-face sessions of 90 minutes over a period of eight weeks (two months) and the control group received the usual intervention. In data analysis, analysis of variance with repeated measurement between groups was used with SPSS version 20 software.

The results showed that the average anxiety scores in the behavioral-cognitive group training group compared to the control group in the post-test and follow-up stages decreased compared to the pre-test stage, but the academic vitality variable increased, and these results continued in the follow-up period as well. (P<0.01)

According to the obtained results, the use of behavioral-cognitive group training had positive effects on reducing anxiety and improving the academic vitality of students, therefore, it is suggested to use this treatment as a complementary treatment in schools and medical centers for students.

Optimism and hope are a group of non-cognitive abilities and skills that increase the ability of a person to succeed in coping with educational pressures. Therefore, the purpose of this study was to determine the role of optimism and hope belief in predicting the academic vitality of students of Payame Noor University in Zahedan.

A correlation research design was used to conduct this study. The study population consisted of psychology students of Payam Noor University of Zahedan in the academic year 97-98, 80 of whom were selected by simple random sampling. Data were collected using Shire & Carver's Life Orientation Questionnaires (1994), Schneider's Life Expectations (2008), and Hossein Chari and Dehghanizadeh's Academic Health (2012) and were then analyzed using SPSS-23 software. Pearson correlation and regression models were analyzed.

Pearson correlation coefficient showed that there was a positive and significant relationship between academic life with hope (r = 0.46) at 99% confidence level, but there was not significant relationship between academic life and optimism (0.05≤ p). Also, strategic thinking measures could explain 48% of students' academic vitality.

The results indicate the importance of hopelessness variables in predicting students' vitality in psychology. Therefore, students' hopes can be raised to improve their academic vitality.

In recent years, with the improvement of the educational system, the treatment of learning disabilities in students has attracted the attention of many education specialists. As a result, it is very important to study the psychological aspects of students with learning disabilities and to identify the factors affecting them. Thus, the present study was conducted with the aim of comparing academic self-discipline, mental vitality, and academic vitality in students with and without special learning disorders.

The design of this research was a descriptive causal-comparative one. The research population included all the students of the 3rd to 6th grades of the first and the second district schools of Rasht city in the academic year of 2021-2022, and their number was 15071. The study sample was 120 individuals (including 60 students with learning disorders and 60 students without disorders) who were selected by convenience sampling method and taking the inclusion and exclusion conditions into account. In order to collect data, questionnaires of Academic Self-regulation (Swalend and Karin, 2007), Subjective Vitality (Ryan and Frederick, 1997) and Academic Vitality (Hossein Chari and Dehghanizadeh, 2013) were used. The research data was analyzed using t-tests and multivariate analysis of variance.

The results of this study showed that the students with special learning disorder obtained lower grades in comparison to the students without disorders (P < 0.01) in terms of the total score of academic self-discipline and its dimensions (external regulation, internalized regulation, specified regulation, intrinsic motivation), mental vitality, and academic vitality.

According to the findings of the research, it can be concluded that students with special learning disorder are weaker in academic self-discipline, mental vitality, and academic vitality than students without special learning disorder. Therefore, it is possible to solve these problems through early identification of these students, informing parents and school teachers, and implementing early screening and rehabilitation programs.

The purpose of this research was to investigate the effectiveness of educational program based on academic well-being on students' academic vitality.

In terms of methodology, the current research is part of the semi-experimental designs of pre-test, post-test and follow-up with a control group. The statistical population of the research was all the female students of the third year of the second period of secondary school in Sanandaj, studying in the academic year of 1998-99. From this population, using the multi-stage cluster sampling method, first one school and then 40 students of that school who had low academic vitality were selected and randomly divided into two groups of 20 experimental and alternative control. became The experimental group was taught 10 sessions of 90 minutes program based on academic well-being. The members of both groups completed the pre-test, post-test and follow-up questionnaires of Dehghanizadeh and Hossein-Chari. The data were also analyzed by mixed variance analysis.

The findings showed that the average scores of the academic vitality variable in the experimental group compared to the control group increased significantly in the post-test and follow-up phase.

Therefore, the educational program based on academic well-being has been effective on the academic vitality of students.

 One of the educational system's concerns is the learners' anxiety. Exam anxiety is considered an emotional reaction or state of stress that occurs before and during the test, and many students feel it is a threat. In the process of students' academic activity, in addition to exam anxiety, other factors can adversely affect their academic performance. One of these factors is academic vitality. On the other hand, the stress of exam anxiety is higher in students who can tolerate less turbulence. One of the new approaches to students' academic and psychological health is emotional self–regulation training. Emotional regulation is the process by which individuals consciously regulate their emotions and respond appropriately and quickly to the demands of the environment. This study aimed to evaluate the effectiveness of emotional self–regulation training on academic vitality and disturbance tolerance in male students with exam anxiety.

 The method of the present study was quasi–experimental with a pretest–posttest design and a control group. The statistical population consisted of all male students with exam anxiety studying in the first grade of high school in Shahid Majid Meshkani Boarding School in Khoshab City, Iran, in 2021. Among them, 30 qualified individuals were included by available sampling and randomly assigned to research groups (15 in the experimental group and 15 in the control group). The inclusion criteria were as follows: willingness to participate in the research, resident of Khoshab City, suffering from exam anxiety based on the cutoff score of 40 in Spielberger's Test Anxiety Inventory, and lacking specific physical and mental illness according to the clinical interview. The exclusion criteria were reluctance to participate in the research, absence of more than two sessions from the intervention program, and simultaneous participation in other therapeutic or educational sessions. The research instruments for data collection were the Test Anxiety Inventory (Spielberger et al., 1980), the Academic Vitality Questionnaire (Dehghanizadeh & Hossein Chari, 2012), and the Turbulence Tolerance Scale (Simon and Gahr, 2005). Only the experimental group received emotional self–regulation skills using the Gross model in eight 90–minute sessions. Multivariate and univariate analyses of covariance were employed to analyze the data. All of these tests were performed at a significant level of 0.05 in SPSS software version 21.

 The results showed that, after removing the effect of the pretest, there were significant differences in the posttest scores in the disturbance tolerance variable (p<0.001) and the subscales of absorption (p<0.001), evaluation (p<0.001), adjustment (p<0.001), and academic vitality variable (p<0.001). Considering the eta square, 0.447 of the changes in disturbance tolerance, 0.303 of the absorption changes, 0.270 of the evaluation changes, 0.330 of the adjustment changes, and 0.356 of the academic vitality changes were caused by the effect of emotional self–regulation training.

 According to the research findings, emotional self–regulation training is useful for improving the academic vitality and stress tolerance of male students suffering from test anxiety, and this intervention can be used to increase stress tolerance and academic vitality.

In today's era, education and education in general form an important part of people's lives. In addition, the quality and quantity of education plays an important role in the future of people. The present study was conducted by comparing the effectiveness of Adlerian group counseling and dialectical behavior therapy in academic vitality, social adequacy and life expectancy of unsuccessful male students in Zanjan. 

The current research design is applied and its method is semi-experimental. The statistical population of this research includes 587 male high school students who failed in the entrance exam of 2020, of which 45 were voluntarily selected and randomly divided into three groups of 15 (one control group and two experimental groups). In the first group, the intervention was based on the Adlerian group counseling protocol, and in the second group, the intervention was based on the group dialectical behavior therapy protocol, and the third group, as a control group, did not receive any intervention. The required data were collected in three periods: pre-test, post-test and follow-up. The tools of this research were used in all three stages of the academic vitality questionnaire (Dehghanizadeh and Chari, 2013) based on the academic vitality scale (Martin and Marsh, 2006). Data analysis was done using repeated measure analysis of variance by SPSS-24 software. 

The effect of dialectical behavior therapy method on academic vitality, social adequacy and life expectancy of students was more than Adlerian group counseling method (P<0.001). 

Based on the findings of this research, it can be concluded that dialectical behavior therapy can be used to restore academic vitality, social adequacy and life expectancy in students who have experienced academic failure.

The purpose of the present study was to design a model of academic vitality based on meaning and life expectancy with the mediation of happiness in female secondary school students in Hamedan city.

The research method was correlation and structural equations. The statistical population included all the female students of the second secondary school in Hamedan city, and the statistical sample was selected based on the number of items used in the questionnaires in the amount of 370 people using the multi-stage cluster sampling method. Oxford scales of academic vitality, life expectancy, meaning of life and happiness were used to collect data. For data analysis, structural equation test was used in Amos 22 software environment.

The results showed that the meaning and hope of life have a direct and positive effect on the happiness and academic vitality of students (p<0.01). Also, happiness has a direct and significant effect on academic vitality (p<0.01). According to the results, the indirect effect of meaning and life expectancy on academic vitality through happiness was also significant (p<0.05).

According to the results, it can be said that hope and the meaning of life create motivation and a positive mental state and are effective in increasing happiness, and on the other hand, happiness plays an important role in increasing the freshness and vitality of the academic environment, which has the effect of increasing academic vitality.

The purpose of this research is to investigate the effect of academic vitality on students' self-efficacy with the mediating role of peer support and academic resilience.

The method of the present research is practical in terms of purpose, and in terms of the method of data collection, it is descriptive of the correlation type. The statistical population of this research is all male students of the first secondary level of Qain city, based on stratified random sampling, 214 of them were selected as a sample. SPSS and Smart-PLS software were used for data analysis. To measure the research variables, Martin and Marsh (2013), Liang (2000), Martin and Marsh (2006) and Jiang (1999) questionnaires were used, and their reliability was confirmed by Cronbach's alpha. Academic vitality has a positive and significant effect on students' self-efficacy both directly and indirectly through the mediation of peer support and academic resilience.

The results of the present research have brought innovations in the field of self-efficacy and personal development of students and help the officials and policy makers of the country's education in understanding the effectiveness of academic vitality, peer support and resilience in promoting self-efficacy.

Porpose:

 The aim of this study was to predict academic vitality based on life expectancy, happiness and meaning in female high school students.

The research method was descriptive and correlational. The statistical population included all female high school students in Hamedan. The statistical sample of 370 people was selected by multi-stage cluster sampling. To collect data from the scales of academic vitality (Hossein Chari and Dehghani Zadeh, 2012), life expectancy (Hallajian, 2010), meaning of life (Estger et al., 2006) and Oxford happiness (Argyle et al., 1989) used. Pearson correlation and multiple regression in Spss-22 software were used to analyze the data.

The results showed the effect of life expectancy (β = 0.03, p <0.01), happiness (β = 0.07, p <0.01) and meaning (β = 0.01, p <0.01) on academic vitality. It was positive and meaningful. According to the research findings, life expectancy, meaning and happiness have a positive effect on vitality. Given that these variables are positive constructs of psychology and can create freshness and vitality in the educational environment, so they have the ability to affect academic vitality.

Happiness and vitality are related and close variables, people who are happy and satisfied, work with energy and motivation in various fields of work and study and are less likely to be lazy and lazy, students who have high happiness have, this happiness is largely affected by their academic satisfaction, academic satisfaction also causes more effort and interest in doing academic assignments.

Considering that procrastination will cause many problems, especially in the field of learning, therefore, the present study was conducted with the aim of "Evaluating the effectiveness of creativity training and teaching learning strategies on the academic vitality and self-efficacy of procrastinating female students."

The present study was a semi-experimental study with a pre-test-post-test design with a control group and a follow-up period. The statistical population included all the second high school female students of Arak city in the academic year of 1998, numbering 13,700 people. Out of this number, 60 students whose academic procrastination score was low were selected by the purposeful sampling method and randomly assigned to three experimental and experimental groups. The first experimental group received the creativity training program based on the Pirkhafi model (2018) and the second experimental group received learning strategies based on the Kerami and Amirtimori model (2012). In this research, procrastination questionnaires (2012) and life questionnaires of Hosseini Chari and Dehghanizadeh (2011) and auto-amadi Jinks and Morgan (1999) were used. Data were analyzed using multivariate analysis of variance.

The findings showed that there is a significant difference in the level of vitality and academic self-efficacy between the experimental and control groups in the field of teaching creativity and teaching learning strategies (P<0.001); Also, there is a significant difference between the comparison of the effect of training in favor of creativity training (P<0.001).

It seems that teaching creativity and learning strategies promotes vitality and self-efficacy in procrastinating female students.

The aim of this study was to determine the effectiveness of Pennsylvania Documentary Retraining Program on promotion behaviors in students.

In this experimental study with a pre-test-post-test design of 50 undergraduate students of Kharazmi University in both experimental and control groups, before and after training, to a questionnaire of academic health-promoting behaviors including components of academic vitality and resilience. Academic, academic engagement, academic optimism and dominant goal setting (Salehzadeh, 1396) responded. Through 12 two-hour sessions, retraining program training was conducted in a group manner for the experimental group.

 The results of multivariate analysis of covariance showed that the Pennsylvania Documentary Retraining Program had significant effects on increasing the components of academic resilience, academic optimism and dominance targeting (P≤0.001)., but did not have statistically significant effects on the components of academic vitality and academic engagement (P≥0.001).

In general, the results of the present study show that the Pennsylvania program helps to enrich learners by 1) identifying their individual abilities (individual feelings, attitudes, and beliefs) and 2) enriching skills. Interpersonal communication and 3) Enrichment of problem solving skills (resistance, humor and interaction), is effective in changing the pattern of behavior and promotional behaviors to help ensure the psychological security of learners in educational situations.

The growing use of cell phone and the lack of a proper cultural context, has an impact on various aspects of adolescents' lives. The aim of the present study was to determine the correlation between well-being and cell phone addiction in high school girls and boy’s students with the mediating role of academic vitality. 

The present study is descriptive-correlational. The statistical population included all male and female high school students in Khorramabad who were studying in the academic year 2020-20121. The sampling method of districts and high schools was cluster random. 346 people were selected by census method. Data collection instruments included demographic questionnaire, "Well-being Assessment Questionnaire", "Cell Phone Addiction Scale" and "Academic Buoyancy Questionnaire". Content validity was measured by qualitative method, face validity and reliability by internal consistency method by calculating Cronbach's alpha coefficient. Data were analyzed with SPSS. 24 and AMOS. 23. 

After corrections, the pattern had a good fit and there was a direct, negative and significant correlation between mobile phone addiction and well-being and academic vitality (P<0.01). Also, there was a direct, positive and significant correlation between academic vitality and well-being (P <0.01). Academic vitality partially mediated the correlation between mobile phone addiction and well-being. Also, the gender of this model did not moderate mediation. 

Academic vitality mediates the correlation between cell phone addiction and well-being. It is suggested that in order to reduce students' addiction on cell phones and create well-being in them, efforts should be made to increase the level of academic vitality.

In academic life, students face various challenges, obstacles, and pressures specific to this life. Some students overcome these obstacles and challenges, but other students fail in this field and suffer from academic stress. In the current situation, academic stress is one of the most important challenges that most learners experience, which may have a negative impact on the academic vitality and academic enthusiasm of students. Various research findings have shown that students who are cognitively and emotionally interested in learning are more likely to spend more time and effort on homework and study, and experience less stress than students who are less emotionally and cognitively eager. According to what was said, the present study was conducted to determine the effectiveness of stress immunization training on academic vitality and academic enthusiasm of students with academic stress.

The research method was quasi–experimental with a pretest–posttest design with a control group. The statistical population of the present study included all tenth–grade students of the second secondary school in Ahvaz in the academic year 2020–2021. To select the samples, first, a cluster was selected from the education districts of Ahvaz City, Iran using cluster random sampling method. Then, two schools were selected from the secondary school girls in this area. Due to the outbreak of the coronavirus, a link to the questionnaires was sent to the students' parents. Under parental supervision, the students filled out the academic stress questionnaire. The sample is recommended in thirty experimental designs. Through the results, 40 students who had the highest score (150 and above) on the Academic Stress Questionnaire (Zajacova et al., 2005) were selected and randomly assigned to the experimental and control groups (n=20 for each group). The intervention protocol was based on the Meichenbaum study (1974), which was arranged in eight 90–minute sessions once a week for two months and was performed only for the experimental group. For data collection, Academic Enthusiasm Questionnaire (Fredricks et al., 2004), Academic Vitality Scale (Dehghanizadeh & Hossein Chari, 2012) and Academic Stress Questionnaire (Zajacova et al., 2005) were used. The data obtained from the research were analyzed by descriptive statistics (mean and standard deviation) and inferential statistics (multivariate covariance analysis method) using SPSS version 22. The significance level of all tests was considered 0.05.

The results showed that the academic vitality (p<0.001) and academic enthusiasm (p<0.001) of students with academic stress in the experimental group was significantly higher than students with academic stress in the control group after eliminating the effect of the pretest. According to Eta results, the variables of academic vitality and academic enthusiasm were 82% and 75%, respectively, affected by the intervention with stress immunization training.

Based on the findings of the study, stress immunization training is effective in increasing the academic enthusiasm and academic vitality of students with academic stress. Therefore, the mentioned training can be used by counselors and therapists to improve the academic vitality and academic enthusiasm of the students.

The purpose of this study was to investigate the relationship between academic achievement, academic achievement and academic resilience with academic vitality.

The research method was descriptive correlational. The statistical population of the study consisted of all students of Rasht University of Medical Sciences in the academic year of 2017-2018 among which 200 students were selected by cluster random sampling method and Hussain Chari and Dehghanizadeh (2012) academic vitality questionnaire, Samuels (2004) Academic Resiliency Questionnaire, the Scavophilia et al. (2002) Academic Resistance Questionnaire, and the Peterich et al (1991) Educational Assistance Questionnaire were answered. Data were analyzed using Pearson correlation coefficient and regression analysis.

The findings showed that there is a significant positive relationship between academic achievement, academic achievement, and academic resilience with students' academic vitality. Also, the results of regression analysis revealed that approximately 23% of the total variance of students' academic life was predictable based on the variables of academic desire, academic help and academic resilience (p <0.01).

Therefore, it can be concluded that academic enthusiasm, academic help and academic resilience are variables related to students' academic vitality that require attention of educational authorities and authorities towards such variables.

Academic vitality is one of the effective factors of learning and plays a significant role in the academic success of students. The present study aimed to predict academic vitality in students based on family emotional atmosphere, flourishing and self-compassion.

This was a correlational study performed on all BSc students of Kermanshah University of Medical Sciences in the first semester of 2019-2020. In total, 339 subjects were selected by random sampling, and data were collected using the academic vitality scale, the affective family emotional atmosphere questionnaire, the self-compassion scale, and the flourishing questionnaire. Data analysis was performed in SPSS version 24 using descriptive statistics and the canonical correlation method.

In this study, there was a significant relationship between academic vitality and family emotional atmosphere, flourishing and self-compassion in students (F=75.38, λ=0.69, P<0.001). Furthermore, the regression analysis results explained 31% of the variance of academic vitality with predictors of family emotional atmosphere, flourishing and self-compassion.

Our findings could be used by higher education planners to adopt appropriate educational policies in order to recognize factors affecting vitality.

Educational environments are places where there are always academic challenges. Academic vitality is one of the variables that helps to overcome academic problems and challenges. Therefore, the aim of this study was to investigate the relationship between early maladaptive schemas and academic vitality along with the mediating role of cognitive emotion regulation.

The present descriptive study was correlational. The statistical population of the study included all undergraduate and graduate students who were studying in Tehran in the academic year 2020-2021, from which 201 people were selected by convenience sampling. For data collection, short form questionnaires of Yang maladaptive schemas questionnaire (Yang, Klasco and Wieshar, 2003), Martin and Marsh (2006) Academic Vitality Questionnaire, and Garnfsky Cognitive Emotion Regulation Questionnaire (2001) were used.

Data analysis using structural equation modeling with bootstrap method showed that early maladaptive schemas have a direct effect on academic vitality, cognitive emotion regulation mediates between early maladaptive schemas and academic vitality.

Accordingly, in order to prevent the creation of maladaptive schemas and their destructive effects, educating families to meet basic needs and provide psychotherapy services is recommended.