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significance of factor loadings on different items and their related variables; so that we can assure the suitability of the measurement models and the acceptability of the items in measuring and predicting their relevant variables. This was done using confirmatory factor analysis (CFA) technique and 25 AMOS softwares. Due to the fact that in the fitted CFA model, the regression weight (factor loadings) of all variables, in predicting the components had a significant difference with zero, at 4- DISCUSSION The main purpose of this study was to investigate the effect of academic procrastination on the quality of school life due to the mediating role of emotional regulation difficulty in female students in Kerman schools. The results show that there is a significant negative relationship between academic procrastination and the students' quality of school life. That is, as the rate of academic procrastination increases, so does the quality of students' school life, which is consistent with the findings of Akhlaghi et al. They have reported that academic procrastination has a significant negative correlation with academic adjustment and quality of life in school. Moon and Illingworth also state that academic procrastination is negatively related to academic achievement and quality of school life (11). Academic procrastination can be defined as the predominant and constant tendency of learners to postpone academic activities, which is almost always accompanied by anxiety. A good example of this is the delay in studying the lessons until the night of the exam. The existence of this procrastination among students leads to adverse consequences such as academic failure (20). Therefore, they resort to strategies such as indulgence and illness, absenteeism from exams, excuses, and self-disability, and as a result of the poor results they achieve, their self-esteem decreases, and they feel defeated, incapacitated, and depressed (18). Other effects of procrastination include its negative effect on students' motivation. Because motivation is a very important factor in predicting success, it can be said that academic procrastination prevents people from achieving educational goals. Procrastination or delay in starting a homework within the expected time frame are highly influential in the achievement of the optimal Success in doing homework (21). Procrastinators have a poor ability to set goals for successfully completing the tasks, and have difficulty in accurate estimation of the time required for completing the tasks. Procrastinators have symptoms such as time-wasting, feeling overwhelmed with responsibilities, Inability to achieve important life goals, doing things too fast in the last minutes, daydreaming and wishing instead of doing things, and not having a continuous plan for life. Procrastination causes restlessness at night and poor sleep, high levels of stress and fear, falling behind due to the lack of time or improper completion of tasks. Procrastination is an irrational tendency to procrastinate in starting or completing an assignment that the learner doesn’t have enough motivation to do in spite of his/her intention to do academic work on time; thus, s/he fails to complete the homework in a timely manner (11). Negligent behavior is associated with failure to do homework, rejecting the good thoughts of others, feeling guilty after a good event, and choosing self-debilitating circumstances. Procrastination until the night of the exam, forces the student to study the lessons on the night of the exam with anxiety, and this anxiety can lead to academic failure and as a result, the feeling of Inadequacy and Incompetence. Therefore, the student's academic confidence is seriously damaged. Moreover, procrastination has negative cognitive and emotional consequences (22). According to the above, the quality of school life mainly deals with the students 'satisfaction with their daily life at school; and students' general feelings of happiness, comfort, well-being and well-being in school are also components of quality of school life. So, the positive and negative experiences gained in school affect their overall perception of the school and can provide multiple opportunities to facilitate their success and development (7).THE NURSE’S ROLE IN SCHOOL-AGE GROWTH AND DEVELOPMENT Growth and development in the school-age child occurs in irregular spurts with a wide variation of sizes, shapes, and abilities seen. Nurses must be aware of the usual growth and development patterns for this age group so that they can assess school-age children appropriately and provide guidance to the child and his or her family. This is a time when children compare themselves to peers and self-esteem is a central issue. The school-age child is separating from his or her parents and seeks acceptance from peers and adults outside of his or her family. Health care visits throughout the school-age period continue to focus on expected growth and development and anticipatory guidance. Visits are more infrequent during the school-age years; therefore, the nurse needs to assess the child’s functioning not only at home but also at school and within the community. If the school-age child is hospitalized, growth and development may be altered. The school-age child is able to understand the reason for hospitalization and what will happen. He or she is often worried about
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