Purpose: Educational environments are places where there are always academic challenges. Academic vitality is one of the variables that helps to overcome academic problems and challenges. Therefore, the aim of this study was to investigate the relationship between early maladaptive schemas and academic vitality along with the mediating role of cognitive emotion regulation.
Materials and Methods: The present descriptive study was correlational. The statistical population of the study included all undergraduate and graduate students who were studying in Tehran in the academic year 2020-2021, from which 201 people were selected by convenience sampling. For data collection, short form questionnaires of Yang maladaptive schemas questionnaire (Yang, Klasco and Wieshar, 2003), Martin and Marsh (2006) Academic Vitality Questionnaire, and Garnfsky Cognitive Emotion Regulation Questionnaire (2001) were used.
Findings: Data analysis using structural equation modeling with bootstrap method showed that early maladaptive schemas have a direct effect on academic vitality, cognitive emotion regulation mediates between early maladaptive schemas and academic vitality.
Conclusion: Accordingly, in order to prevent the creation of maladaptive schemas and their destructive effects, educating families to meet basic needs and provide psychotherapy services is recommended.