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consequently, has significant effects on self-esteem, and this condition promotes mental health among students and increases the quality of school life. In general, the students who experience short-term emotions use better coping strategies (15). The results show that emotion regulation strategies are associated with reducing negative emotions and emotional events; and focusing on positive emotion regulation strategies enhances people's understanding of emotion management (16). Research shows that the quality of life decreases with increasing difficulty in emotional regulation, or in other words, the quality of life increases with increasing emotion regulation skills (17). The aim of this study was to investigate the effect of academic procrastination on the quality of school life with regard to the mediating role of the difficulty in emotional regulation in female students in schools of Kerman, Iran. 1-1. Research hypotheses a) The variable of academic procrastination has an effect on the quality of school life due to the mediating role of difficulty in emotional regulation. b) The variable of academic procrastination has an effect on the difficulty of emotional regulation of female high school students in Kerman. 2- MATERIALS AND METHODS The present study is a descriptive correlational study which applies the method of structural equations and investigates the effect of academic procrastination on the quality of school life with regard to the mediating role of the difficulty in emotional regulation among the female students in Kerman. The statistical population of the present study consists of 4734 female students of public secondary schools in the first district of Kerman city in the 2018-2019 academic year. Using the Cochran's formula and random cluster sampling method, 353 individuals were selected as the sample of the study; and then a questionnaire was given to them. 2-1. Instruments Three questionnaires were used to collect data. a) Academic procrastination questionnaire (PASS): This scale, developed by Solomon and Rothblum, has 27 items that examine three components. These components are: 1- Preparation for the exam (items 1 to 6), 2- Preparation for homework (items 9 to 17) and 3- Preparation for writing the article (items 20 to 25). The response to the items can range from "rarely (score 1), to sometimes (score 2), often (score 3) and always (score 4). Regarding the reliability of the academic procrastination questionnaire, Ali Mard reported a coefficient of 0.84 using the internal consistency. To determine the validity of the scale, he used the correlation of the total score of the scale with each of the questions in which all correlation coefficients were significant at the level of P organization and school principals of the selected schools, distributed the questionnaires to collect the data among the students and collected them upon completion. 2-3. Ethical considerations All participants responded to the survey with satisfaction and were assured about the confidentiality of their personal information. It was not necessary to write the name and surname and participation in the study was optional. This research is taken from the dissertation of Dr. Fatemeh Mehrabifar with the tracking code of 162346079. 2-4. Data analysis To analyze the data, descriptive statistical indices of mean, standard deviation, and frequency and inferential tests of linear regression, Structural Equation Modeling (SEM), and confirmatory factor analysis (CFA) were performed in Amos 25 and SPSS 25 softwares. Values less than 0.05 were considered statistically significant. 3. RESULTS The variable of academic procrastination has an effect on the quality of school life due to the mediating role of difficulty in emotional regulation. In the first step, the data were examined for the underlying assumptions of the structural equation model. For this purpose, the assumptions of structural equations such as the missing data, outliers, normality, and multicollinearity were checked and the assumptions of analysis were observed. In addition, variables enjoyed an interval scale. To evaluate the validity and adequacy of the data, the KMO index was used. The values of this index for the data of this study were found to be 0.853 for the emotion regulation difficulty questionnaire, 0.791 for the academic procrastination questionnaire and 859/0 for the questionnaire of the quality of life at school. This index is in the range of zero to one, and the closer the value of this index is to one, the more suitable the sample size data are for factor analysis. The Bartlett test was also used to examine the correlation matrix. The significance of Bartlett test for all three questionnaires, as shown in Table 1, is less than the significance level of 0.05, and so it is confirmed that the correlation matrix is not uniform, and as a result, it can be stated that the items are sufficiently correlated. Also, the subscription value of all items is above 0.30 and the rest of the standard items are in the range of -3 to 3. Table-1: KMO and Bartlett test statistic values Test questionnaire KMO Bartlett difficulty in emotional regulation 0.853 3987.536= χ2 630= df Sig=0.000 academic procrastination 0.791 2127.204= χ2 351= df Sig=0.000 Quality of School Life 0.859 5478.709= χ2 741= df Sig=0.000 Moreover, before evaluating the proposed structural model, it is necessary to examine the
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