The purpose of this research is to investigate the development of a model for predicting the desire to study based on cognitive abilities and academic self-concept with the mediation of emotional self-regulation in second secondary students of Chalus city. The current research is applied in terms of purpose and descriptive-correlation in terms of nature. The statistical population of the research includes all male and female secondary school students of Chalus city in the academic year of 1402-1401. The final sample size was increased to 250 people by calculating the overestimation and predicting the dropout of subjects. It is a multi-stage cluster random sampling method. To collect information, the emotional self-regulation questionnaires of Gross and John (2003), enthusiasm for learning, Pentrich et al. (1991), salutary cognitive ability (2012) and China's academic self-concept (2003) were used. SPSS-26 and AMOS-18 software were used for data analysis. The results showed that cognitive abilities, academic self-concept and emotional self-regulation have a positive and significant relationship with desire to study (p<0.01). Also, the results indicated that emotional self-regulation plays a mediating role in the relationship between cognitive abilities and academic self-concept with the desire to study. The findings of the present research have practical implications for educational-counseling interventions with the aim of promoting students' enthusiasm for education based on strengthening their cognitive abilities and academic self-concept and emotional self-regulation so that students can, when facing academic challenges, Respond in an efficient and consistent manner.