University of Mohaghegh Ardabili Journal of School Psychology 22520821 10 4 2022 01 21 Structural model of emotional stiffness dissolution and academic boredom: The mediating role of academic self-disability in students Structural model of emotional stiffness dissolution and academic boredom: The mediating role of academic self-disability in students 123 138 1460 10.22098/jsp.2022.1460 FA Hossein Nik Andam Kermanshahi PhD Student in Psychology, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran Iraj Safaei Rad Assistant Professor, Department of Psychology, Hamedan Branch, Islamic Azad University, Hamedan, Iran Nasrullah Erfani Associate Professor, Department of Educational Psychology, Payame Noor University, Iran. Yahya Yar Ahmadi Assistant Professor, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran Journal Article 2022 01 23 <strong>Objective:</strong><strong> </strong>Excitement is an integral part of human life that human beings experience according to the conditions and environment in which they are placed. One of the thrills of students in the school environment is the feeling of academic boredom. Therefore, 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.<br /><strong>Methods:</strong><strong> </strong>The research method is descriptive-correlational modeling of structural equations. The statistical population of the study included all students studying in the second year of high school in Kermanshah. The number was 3821. 600 people were selected as a sample using multi-stage cluster sampling. Academic boredom, self-disability, negative perfectionism scale and emotion regulation difficulty questionnaire were used to collect data.<br /><strong>Results:</strong><strong>  </strong>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.<br /><strong>Conclusion:</strong><strong> </strong>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. <strong>Objective:</strong><strong> </strong>Excitement is an integral part of human life that human beings experience according to the conditions and environment in which they are placed. One of the thrills of students in the school environment is the feeling of academic boredom. Therefore, 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.<br /><strong>Methods:</strong><strong> </strong>The research method is descriptive-correlational modeling of structural equations. The statistical population of the study included all students studying in the second year of high school in Kermanshah. The number was 3821. 600 people were selected as a sample using multi-stage cluster sampling. Academic boredom, self-disability, negative perfectionism scale and emotion regulation difficulty questionnaire were used to collect data.<br /><strong>Results:</strong><strong>  </strong>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.<br /><strong>Conclusion:</strong><strong> </strong>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_1460_ccd799f5a7780fce97e1444213b6f265.pdf