سوران رجبی

Background: Adolescence is among the most critical phases of each individual’s life surrounded by numerous changes in the biological growth as well as the impact society has on individuals. Since each adolescent spends almost half of their daily time at school, the educational and scholastic conditions are undeniably considered to be among the most effective conditions, having a great impact on them. Aim:. The purpose of the present research is to study the role and impact emotion has on the Academic Achievement of Adolescents and how to regulate it. Methodology. : The present research is sectional and descriptive-correlational research. The case under observation in this research is all the schoolgirl and schoolboys at eighth and ninth high school level, except for students at public or intelligence schools, in Shiraz in the study year of 2017 and 2019. 429 schoolgirls and schoolboys were selected through the randomized cluster sampling method and filled Pekrun’s Achievement Emotions Questionnaire (2005) as well as Gross’s Emotion Regulation questionnaire. To examine the hypotheses, regression analysis was used. Findings: The results from regression analysis showed that amongst educational emotions, only disappointment was a negative and expressive provident for the educational progress of schoolgirls and there was no educational emotion predictable for schoolboys in their educational progress. According to regulating emotions, it resulted in the fact that amongst the ways in regulating emotion, the renewed evaluation was a positive provident for educational progress of schoolgirls. Regarding schoolboys, none of the ways for regulating emotion were not a meaningful provident for educational progress. Regarding gender differences in emotions and regulating emotions amongst schoolgirls and schoolboys, there was a significant difference in having the feelings of proudness and pleasure and the average emotion mentioned above were more present amongst schoolboys. There