The Role of Emotion Regulation and Resilience in Students' Academic Adjustment and Quality of Life During the Covid-19 Pandemic

The aim of this study was to investigate the role of emotion regulation and resilience in academic adjustment and quality of life of students during the Covid-19 pandemic. This study was a descriptive correlational study. The statistical population included male and female of secondary high school students in Mashhad in the academic year 2020-2021, 400 students were selected as a sample by multi-stage cluster sampling. Research tools include Gross & John Emotion Regulation Questionnaire (2003), the Connor and Davidson Resilience Questionnaire (2003), the Baker and Siryk Academic Adjustment Questionnaire (1984), and the World Health Organization Quality of Life Questionnaire (1998). Data analysis was performed using descriptive statistics, Pearson correlation coefficient and linear regression of enter method. Data analysis showed that there was a significant positive relationship between emotion regulation with academic adjustment (P<0/05) and quality of life (p<0/01). Also, there was a significant positive relationship between resilience and quality of life (P<0/01). But there was no significant relationship between resilience and academic adjustment of students. Based on the results of regression analysis, only emotion regulation was a significant predictor of academic adjustment (P<0/05). Also, emotion regulation and resilience were both good predictors of students quality of life (P<0/01). Based on the obtained results, it can be concluded that during the Covid-19 pandemic, emotion regulation skills in students play a significant role in academic adjustment, as well as high levels of emotion regulation and resilience in this period have a significant role in students' quality of life.