Amir Karami; Zahra Zabihi; Mohsen Rasekhi Roshkhar; Tabasi Masumeh
Volume 15, Issue 55 , January 2022, , Pages 133-142
Abstract
The aim of this study was to investigate the role of emotion regulation and resilience in academic adjustment and quality of life of students during the Covid-19 pandemic. This study was a descriptive correlational study. The statistical population included male and female of secondary high school students ...
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The aim of this study was to investigate the role of emotion regulation and resilience in academic adjustment and quality of life of students during the Covid-19 pandemic. This study was a descriptive correlational study. The statistical population included male and female of secondary high school students in Mashhad in the academic year 2020-2021, 400 students were selected as a sample by multi-stage cluster sampling. Research tools include Gross & John Emotion Regulation Questionnaire (2003), the Connor and Davidson Resilience Questionnaire (2003), the Baker and Siryk Academic Adjustment Questionnaire (1984), and the World Health Organization Quality of Life Questionnaire (1998). Data analysis was performed using descriptive statistics, Pearson correlation coefficient and linear regression of enter method. Data analysis showed that there was a significant positive relationship between emotion regulation with academic adjustment and quality of life. Also, there was a significant positive relationship between resilience and quality of life. But there was no significant relationship between resilience and academic adjustment of students. Based on the results of regression analysis, only emotion regulation was a significant predictor of academic adjustment. Also, emotion regulation and resilience were both good predictors of students quality of life. Based on the obtained results, it can be concluded that during the Covid-19 pandemic, emotion regulation skills in students play a significant role in academic adjustment, as well as high levels of emotion regulation and resilience in this period have a significant role in students' quality of life.
Reza Azarian; Hossein Mahdian; Mahmoud Jajarmi
Volume 14, Special Issue , July 2020, , Pages 483-494
Abstract
The aim of present study was comparison the effectiveness of academic buoyancy and emotion regulation training on academic meaning and academic adjustment. This study in terms of aim was applied and in terms of methodology was semi-experimental with a pre-test and post-test design with control group. ...
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The aim of present study was comparison the effectiveness of academic buoyancy and emotion regulation training on academic meaning and academic adjustment. This study in terms of aim was applied and in terms of methodology was semi-experimental with a pre-test and post-test design with control group. Research population consisted of 11th grade students in three districts of Mashhad in 2018-19 academic years. From them 60 students were selected by purposive sampling method and randomly divided into three equal groups. The experimental groups trained 12 sessions of 70 minutes separately with the academic buoyancy and emotion regulation methods and control group don’t received any training. Research tools were the questionnaires of academic meaning (Henderson-King & Smith, 2006) and academic adjustment (Baker & Siryk, 1984). Data in the SPSS-21 were analyzed with multivariate analysis of covariance and Bonferroni post hoc test methods. Results indicated the effectiveness of both method of academic buoyancy and emotion regulation training in increasing academic meaning and academic adjustment (p < 0/001). Also there was no significant difference between methods in increasing academic meaning and academic adjustment (P>0/05). Therefore, it is recommended that counselors and psychologists use the methods of academic buoyancy and emotion regulation training for increase academic meaning and academic adjustment.
farah abasian; masood sadeghi; ezatollah ghadampour
Abstract
Student's maladaptive behaviors are behaviors that are not compatible with the views of parents, schoolchildren, community, and school. The purpose of this study was to investigate the effectiveness of self-regulation strategies training on academic self-efficacy and educational adaptability of maladaptive ...
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Student's maladaptive behaviors are behaviors that are not compatible with the views of parents, schoolchildren, community, and school. The purpose of this study was to investigate the effectiveness of self-regulation strategies training on academic self-efficacy and educational adaptability of maladaptive female students in second-grade high school in Kerman. This research is applied in terms of its purpose and in terms of how to collect experimental data such as quasi-experimental, pseudo-test, post-test, and control group. The statistical population of this study includes maladaptive female students in Secondary Schools in District 2 of Kerman. The research sample was 30 maladaptive students who were identified by incompatible high school students' compatibility test and then divided randomly into two experimental and control groups (each group of 15). They were the experimental group received 8 sessions of 90 minutes’ self-regulation strategies and the control group did not receive any training during this period. Data were analyzed using statistical methods such as mean, standard deviation and covariance analysis. The results showed that self-regulation strategies training had a significant effect on academic self-efficacy and academic adjustment of maladaptive students at the level of P <0.01. Self-regulation training to use cognitive strategies and meta-cognitive strategy is presented to maladaptive students, in order to lessen the academic inconsistency and academic self-efficacy of such students.
Mahdi Aghapour; Khadijeh Abolmaali Alhosseini; Aliasghar AsgharNezhadfarid
Abstract
The purpose of this research was to compare the effect of instruction coping stress strategies and help-seeking strategies on academic adjustment. The method of this research was semi-experimental with a control group and pre-test and post-test with one month follow up. The statistical population ...
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The purpose of this research was to compare the effect of instruction coping stress strategies and help-seeking strategies on academic adjustment. The method of this research was semi-experimental with a control group and pre-test and post-test with one month follow up. The statistical population was the girl students of the first high in the 4th district of Tabriz, in 2016-2017. Sixty students were selected based on entry criteria and randomly assigned to 3 groups (two experimental groups and one control group). The two experimental groups, respectively, received instruction on coping stress strategies and help-seeking strategies, each taking 90 minutes, but the control group did not receive any interventions during this period. Both groups were evaluated in the pre-test and post-test and test of follow up with using the Beyers and Goossens’ Academic Adjustment Scale (2002). Data were analyzed by mixed multivariate analysis of covariance. Findings showed that instruction of coping stress strategies and help-seeking significantly increased academic adjustment, but these two methods did not differ significantly from each other. Also, the effects of coping strategies and help-seeking instruction on academic satisfaction were persistent. It is suggested that coping stress and help-seeking strategies be used to increase academic adjustment in high schools by psychologists and counselors.
