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Mousavi , A, Dargaj F, Abu al-Moali al-Husseini , K. (2020). The scientific pattern of how cognitive emotion regulation and socioeconomic status will affect educational motivation. Journal of Psychological Science. 19(92), 999-1010.
URL: http://psychologicalscience.ir/article-1-567-en.html

Background: Researchers have investigated the relationship between the effect of emotional self-regulation with academic motivation, but the causal model of the relationship between cognitive emotion regulation, socioeconomic status with academic motivation: the mediating role of self-disability has been neglected. Aims: of the model was to model the relationships between cognitive emotion regulation, socioeconomic status, and academic motivation with the mediating role of self-expression among students. Method: The research was correlation and structural equation modeling. The statistical population consisted of all female high school students in district 2 of Tehran. The sample consisted of 270 individuals who were selected by simple random cluster sampling. 2009), Schwinger & Steinmeister Plasterer (ASHS) Academic Self-Disability Questionnaire (2011) and the Social Economic Database Questionnaire (1995-2007). Data were analyzed using skewness and elongation indices and correlation between model variables with correlation matrix. Results: Cognitive emotion regulation adjustment had a negative effect on self-handicapping and had a positive effect on socioeconomic status. It has a negative effect on intrinsic motivation and a positive effect on extrinsic and extrinsic motivation, and socioeconomic status has a negative effect on self-disability (P< 0/05). Conclusions: Self-disability in the relationship between cognitive emotion regulation, social base - Economic and academic motivation play a mediating role, in general the findings show that fashion The model presented in this study fits well with the model test results and can be used in research.