Background: Emotions play a central role in human social life. They create a tendency for people to perform specific and goal-oriented activities following different events. In general, emotions can be considered as a relationship between a person and his social world. Emotions in this regard can be influenced by cultural patterns. The role of emotions in cognitive processes has been increasingly considered by researchers and educators.
Objective: The aim of this study was to compare emotional awareness in high school students in Herat and Hamedan and to investigate its role in students' academic emotions.
Methodology: The present study was conducted using the Ex Post Facto method and in addition to the comparison between high school students in Herat and Hamedan, the relationship between emotional self-awareness and academic emotions in the target group was investigated. The statistical population consisted of all high school students in Herat and Hamedan who were studying in the academic year 2020. Due to the closure of schools due to the corona pandemic, available sampling method was used to select a sample and 214 students (104 students living in Herat and 110 students living in Hamedan) were selected from high schools in the mentioned cities and the link contains The questionnaire was sent and completed through social networks. Data were collected using the Pekrun et al.'s (2005) Academic Emotions Questionnaire and the Emotional Awareness Questionnaire (Rieffe et al., 2007).
Results: Data were analyzed using regression and multivariate analysis of variance. Findings confirmed that there is a significant difference between students in Herat and Hamedan in terms of emotional awareness and academic emotions and students living in Hamedan have higher emotional awareness and academic emotions compared to students living in Herat. In addition, differences between students in Herat and Hamedan cities in terms of emotional awareness and academic emotions interacted wit