University of Mohaghegh Ardabili Journal of School Psychology 22520821 10 2 2021 06 22 The role of negative perfectionism, difficulty in emotional regulation and self-disability in predicting academic boredom in high school male students The role of negative perfectionism, difficulty in emotional regulation and self-disability in predicting academic boredom in high school male students 155 180 1184 10.22098/jsp.2021.1184 FA H Nik Andam Kermanshahi PhD Student in Psychology, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran I Safaei Rad Assistant Professor, Department of Psychology, Hamedan Branch, Islamic Azad University, Hamedan, Iran. N Erfani Associate Professor, Department of Psychology, Payame Noor University, Tehran, Iran Y Yar Ahmadi Assistant Professor,Department of Educational Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran. Journal Article 2021 06 05 The purpose of this study is the role of negative perfectionism, difficulty in emotional regulation and self-disability in predicting academic boredom of high school male students in the second year of Kermanshah. The statistical population of the study included all students studying in the second year of high school in Kermanshah (n=3821). 600 people were selected as a sample using multi-stage cluster sampling. To collect data from the Packran et al. Academic Boredom Questionnaire, the Jones & Rodwalt  Self-Disability Questionnaire, the Terry Short et al. Negative Perfectionism Scale, and the Emotional Regulation Difficulty Questionnaire Graz and Roemer was used. The results of Pearson correlation coefficient showed that there is a positive and significant relationship between the dimensions of emotional regulation difficulties, negative perfectionism and self-disability with academic boredom (P≥0.001). Also, the results of multiple regression by stepwise method showed that 65% of the variance of academic boredom is explained by the components of emotional regulation difficulties and self-disability. Therefore, it is suggested that the necessary coordination between counseling centers and school counselors be emphasized more while improving emotion regulation, self-disability and perfectionism, to provide the ground for reducing academic boredom. The purpose of this study is the role of negative perfectionism, difficulty in emotional regulation and self-disability in predicting academic boredom of high school male students in the second year of Kermanshah. The statistical population of the study included all students studying in the second year of high school in Kermanshah (n=3821). 600 people were selected as a sample using multi-stage cluster sampling. To collect data from the Packran et al. Academic Boredom Questionnaire, the Jones & Rodwalt  Self-Disability Questionnaire, the Terry Short et al. Negative Perfectionism Scale, and the Emotional Regulation Difficulty Questionnaire Graz and Roemer was used. The results of Pearson correlation coefficient showed that there is a positive and significant relationship between the dimensions of emotional regulation difficulties, negative perfectionism and self-disability with academic boredom (P≥0.001). Also, the results of multiple regression by stepwise method showed that 65% of the variance of academic boredom is explained by the components of emotional regulation difficulties and self-disability. Therefore, it is suggested that the necessary coordination between counseling centers and school counselors be emphasized more while improving emotion regulation, self-disability and perfectionism, to provide the ground for reducing academic boredom. https://jsp.uma.ac.ir/article_1184_bfbded5739ed83ac1e3226c757ac4351.pdf