عنوان مقاله [English]
The purpose of this study was to investigate the effect of negative emotions (anxiety and depression) on reading comprehension and problem solving in order to elaborate a structural model in the elementary period of the city of Hamedan in the 96-95 academic year. For this purpose, 8000 primary school students of 287 students (159 girls and 128 boys) were selected through random cluster sampling in the fourth grade. Selected sample at a meeting, a researcher-made reading comprehension test, Hepner and Kreskov problem-solving questionnaire (1987), anxiety and depression inventory questionnaire of Abishotani et al. (2016) completed the parental version. The results of the estimation of the final model of the research show that among the variables considered in the prediction of problem solving, the highest coefficient was related to the direct anxiety variable (p <0.01) and (0.71) Directly through the reading comprehension, it was 10.10 (p = 0.01). This value was in the direct mode (-0.44) (p = 0.01) and indirectly through comprehension -0.90 0 = p). Based on this, it is clear that understanding comprehension has a mediator role in reducing the effect of depression and anxiety on problem solving.