The Relationship between Theories of Intelligence in Relation to Epistemological Beliefs and Cognitive Emotion Regulation at Students

The aim of this study was to investigate the relationship between theories of intelligence in relation to epistemological beliefs and Cognitive Emotion Regulation at high school students. The study was a correlational study and the statistical population of the study was all girls’ high school students in District 1& 2 of Tehran province. The sample of this study included 250 high school students in Tehran who were selected based on multi-stage cluster sampling method. The instrument used in the research was a questionnaires, Epistemological beliefs, implicit beliefs of intelligence questionnaires Cognitive Emotion Regulation Questionnaire. Data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (multiple regression, Pearson correlation coefficient) and analyzed using SPSS20 software. The results showed that there is a relationship between cognitive beliefs, cognitive beliefs and cognitive emotion regulation strategies in students and the components of epistemological beliefs and cognitive emotion regulation strategies have the ability to predict implicit beliefs of intelligence. (p<0.001). The results of the present study can be used in the development of educational protocols to increase students' academic performance.