Investigating the Role of Academic Emotions and Time Perception Perspective InPredicting Academic Adjustment With the Mediating Role of Mind Wandering in Female High School Students

The aim of this study was to investigate the role of academic emotions and time perception perspective in predicting academic adjustment with the mediating role of mind wandering in female high school students. it is a descriptive-correlational study and structural equations. the statistical population of this study includes all female students of the first year of high school in the city of urmia in the first semester of the academic year 2020-2021, which according to the statistics obtained is 21 thousand people. a total of 384 students were selected by available sampling method and distributed online through academic selection and adaptation of baker et al., pekran et al., zimbardo et al. (1999) and the carrier et al.d. data were statistically analyzed by pearson correlation coefficient and multiple regression, path analysis test and spss 19 and emos 22. the results showed that there was a positive relationship between positive academic emotions (p<0.01), time perception perspective (p<0.01) with academic adjustment and between mental confusion (p<0.01) and negative academic emotions (p<0.01) there was a negative relationship with academic adjustment. the results also showed that mental confusion has a mediating role in the relationship between academic emotions and the perception of time perception with the academic adjustment of female high school students. accordingly, the results indicate that mental confusion as an important variable in the impact of academic emotions and time perception perspective on the academic performance of female students can play an essential role.