Predicting Students 'Academic Vitality based on Professors' Moral Authority, Achievement Goal Orientation, Cognitive Emotion Regulation Styles, and Academic Achievement Emotions

Academic vitality means the successful ability of students to face and overcome academic barriers and challenges. The purpose of this study was to determine the relationship between sources of moral authority of professors, orientation of achievement goals, cognitive emotion regulation styles and emotions of progress with academic vitality in students.                 

The present study was applied in terms of purpose and correlational in terms of type of research. The statistical population was all undergraduate students of Payam-e-Noor University of West Azerbaijan Province who were selected as a sample using cluster sampling method and 386 classes. Standardized questionnaires were used to collect data and Pearson correlation coefficient and stepwise regression statistical tests were used to analyze the data using SPSS 24 software.

The results indicate a positive and significant relationship between teachers' moral authority and student's academic vitality. Also, with increasing the score of positive academic achievement emotions, academic vitality increased and with increasing the score of negative academic achievement emotions, academic vitality decreased. On the other hand, with increasing the score of adaptive cognitive emotional regulation styles, academic vitality increased and with increasing the score of maladaptive emotional cognitive regulation styles, academic vitality decreased and with increasing the score of the orientation of the tendency to dominate the tendency, academic vitality increased.

Undoubtedly, the moral authority of professors, the orientation of achievement goals, cognitive emotion regulation styles and emotions of academic achievement play an important role in the formation of academic vitality.