Determining the role of emotion regulation in predicting test anxiety and student problem solving ability

purpose of this study was to investigate the role of emotional regulation in exam anxiety and social problem solving abilities  in students.

For this purpose, 306 students from payam noor university of Rafsanjan were selected by simple random sampling and included Graz's emotional regulation questionnaires And Roemer (2004), Sarasons's exam anxiety Inventory (1960), Drozila social problem solving abilities Questionnaire (2002) Finally, 215 complete questionnaires were analyzed.

the results of the research showed that emotional regulation predicts students' exam anxiety and their impact is positive; in other words, the lack of acceptance of emotional responses, the difficulty in controlling, Lack of awareness, difficulty in doing behavior, limited access to emotional adjustment strategies and lack of emotional excitement, student outsourcing. Also, emotional regulation predicts students' social problem solving abilities  and their negative impact

in other words, the lack of acceptance of emotional responses, difficulty in controlling, lack of awareness, limited access to emotional adjustment strategies and increased emotional non-exertion, decreases students social problem solving abilities.