Educational psychology and learning
masumeh esmaeili; fariba tabebordbar; zahra fatemi haghighi
Abstract
Objective:The stress of academic expectations is the main cause of stress among students. The aim of the present study was to investigate the mediating role of school anxiety in the relationship between academic perfectionism and academic self-concept with academic expectations stress.Methods:The descriptive ...
Read More
Objective:The stress of academic expectations is the main cause of stress among students. The aim of the present study was to investigate the mediating role of school anxiety in the relationship between academic perfectionism and academic self-concept with academic expectations stress.Methods:The descriptive research method was correlation. A sample consisting of 390 students (289 girls, 101 boys) from three grades (7th, 8th, 9th) from public first secondary schools in one district of Shiraz were selected by multi-stage cluster sampling and responded to Academic expectations stress Inventory (Ang & Huan, 2006), academic perfectionism of Rasouli Soli and Bahrami (2015), School self-concept Inventory (Chen & Thompson, 2004) and school anxiety Scale (Philips, 1987).Results: Data analysis using the structural equation model showed that academic perfectionism and academic self-concept have a significant positive and negative direct effect on the stress of academic expectations, respectively. Also, the results showed that school anxiety does not have a significant direct effect on the stress caused by academic expectations, so it cannot play a mediating role in the relationship between academic perfectionism and academic self-concept with the academic expectations stress.Conclusion: In general, to reduce the stress caused by academic expectations in students, it is better to focus on strengthening self-concept and academic perfectionism and effective ways to deal with stress.
Fariba Tabe Bordbar; Masomeh Esmaeili; Mehrnaz Amiri
Volume 15, Issue 55 , January 2022, , Pages 16-28
Abstract
The aim of this study was to investigate the role of predictors of cognitive emotion regulation skills, psychological hardiness and resilience on corona anxiety. This research is applied according to the purpose and according to the method, it is descriptive-correlation in the method of prediction. The ...
Read More
The aim of this study was to investigate the role of predictors of cognitive emotion regulation skills, psychological hardiness and resilience on corona anxiety. This research is applied according to the purpose and according to the method, it is descriptive-correlation in the method of prediction. The statistical population included all students of Payame Noor University of Shiraz in the academic year 1300-1499, whose number was about 8064 people, a sample of 367 people was selected by stratified method. Data collection tools included questionnaires of cognitive emotion regulation strategies, psychological hardiness, resilience and corona anxiety. Data were analyzed by Pearson correlation and multiple regression tests. The results showed that positive strategies for cognitive emotion regulation, components of psychological hardiness and resilience with corona anxiety have a negative correlation at the level of 0.01. But there is a positive correlation between negative strategies and corona anxiety. The results of regression analysis also showed that through positive coping strategies of emotion, commitment, control, challenge and resilience, corona anxiety scores can be predicted inversely. Negative emotion regulation strategies also directly predicted corona anxiety scores. Therefore, to reduce corona anxiety, special attention should be paid to the categories of cognitive emotion regulation, psychological stubbornness and resilience.