Relationship between maladjustive perfectionism and academic Performance: Mediating role of maladaptive cognitive emotion regulation

Background: academic performance is a very essential criterion for the evaluation of students.objectives: present study aimed at assessment of mediating role of maladaptive cognitive emotion regulation (cer) strategies in the maladjustive perfectionism and academic performance relationship.methods: descriptive-correlational design was the basis of this work. our statistical population included every high school student in kashan over the academic year 2019-20. the participants consisted of 329 2nd grade high schools students in kashan selected by multi-stage random sampling. for data gathering, students' last semester grade point average was used to assess academic performance. the research instruments were hill perfectionism questionnaire (2004) and the cognitive emotion regulation questionnaire (2001). the data was analyzed in platform of spss.22 and amos.23 software packages according to mean, standard deviation, pearson’s correlation coefficient, and path analysis.results: a significant negative correlation was depicted between academic performance and maladjustive perfectionism (r=-0.15; p<0.01), as well as maladaptive cognitive emotion regulation strategy (r=-0.18; p<0.01). the maladjustive perfectionism’s overall impact on academic performance was also reported significant (β=-0.15; p<0.05), while the direct effect of maladjustive perfectionism on academic performance was insignificant. maladaptive cer strategies mediated the relationship between maladjustive perfectionism and academic performance (β=-0.077; p= 0.39) (agfi=.93; rmsea=.06)conclusion: it can be concluded that maladaptive strategies of cognitive regulation are influenced by maladjustive perfectionism, and maladaptive strategies of cer can play a mediating role in the relationship between maladjustive perfectionism and academic performance.