On the relationship between personality characteristics and cognitive emotion regulation with academic burnout among female high school students

The purpose of this study was to examine the relationship betweenpersonality characteristics and cognitive emotion regulationwith academic burnout among female high school in students Tehran. The research method was descriptive-correlational. The population included all female high school students in Tehran in 2016-2017 year academic amounting to 85747 people. According toCochran formula, 382 female students were selected as the sample through multistage sampling. The instruments for data collection included three valid and reliable scales of Costa andMcCrae (1992), Granefski, Kraaij and Spinhoven of cognitive emotion regulation (2002) and Breso, Salanova and Schoufeli's academic burnout (2007). The data were analyzed using Pearson correlation coefficient and multi regression analysis. Findings showed that there was a positive and significant correlation between neuroticism and academic burnout (p<.05). There was a negative and significant correlation between extraversion, agreeableness, conscientiousness and openness and academic burnout (p<0.05). There was a positive and significant correlation between non-adaptive cognitive emotion regulation and academic burnout (.<0.05). There was also a negative and significant correlation between adaptive cognitive emotion regulation and academic burnout (p<.05). Regression analysis revealed that personality characteristics and cognitive emotion regulation play a significant role in explaining academic burnout of female students. According to the results, it can be concluded that personality characteristics and cognitive emotion regulation are essential determinants of academic burnout among female students.