Introduction and purpose: The objective of the present study was to investigate the mediation role of emotion cognitive regulation strategies in the relationship between emotional schemata and learning anxiety.
Mythology: It was a correlational study in structural equations modeling type. The statistical population included male and female students at secondary high school in the city of Shiraz in academic year 2018-19. 253 students (131 female and 122 male students) were selected through multi-stage clustered random sampling method. The applied instruments included academic emotions questionnaire (Pekrun, et.al, 2002), emotion cognitive regulation questionnaire (Garnesfski, et.al, 2002) and emotional schemata (Leahy, 2002).
Findings: The results of Pearson correlation analysis showed that there is a significant relationship between study variables. Moreover, the results of structural equations analysis showed that emotional variables can negatively predict adaptive emotion regulation strategy and positively predict maladaptive emotional regulation strategy. Emotional schemata can negatively predict learning anxiety and maladaptive emotion regulation strategies can positively predict learning anxiety. Furthermore, maladaptive emotion regulation has a mediation role in the relationship between emotional schemata and learning anxiety. Finally, the findings implied that the model has an appropriate goodness of fit.
Conclusion: Considering the mediation role of emotion cognitive regulation in the relationship between emotional schemata and learning anxiety, it is a necessity for the department of education to introduce emotion cognitive regulation and attempt to teach these strategies to them through holding appropriate teaching classes.