Comparison the Effectiveness of Academic Buoyancy and Emotion Regulation Training on Academic Meaning and Academic Adjustment

Azarian, Reza; Mahdian, Hossein; Jajarmi, Mahmoud

Document Type : Original Article

Authors

¹ PhD Student of Educational Psychology, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran

² Assistant Professor, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran

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. 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.

Keywords

References

تیرگری، ب.، عزیززاده فروزی، م.، حیدرزاده، ا.، و عباس‏زاده. ح. (1396). بررسی ارتباط بین خودکارآمدی و انگیزه پیشرفت با سازگاری تحصیلی در دانشجویان کارشناسی سال اول دانشگاه علوم پزشکی کرمان در سال 1394. نشریه راهبردهای آموزش در علوم پزشکی، 10(3)، 164-157.

دلاور، ع. (1385). مبانی نظری و عملی پژوهش در علوم انسانی و اجتماعی. ویرایش دوم، تهران: انتشارات رشد.

زارع، م.، آقازیارتی، ع.، ملک‏شیخی، س.، و شریفی، م. (1397). اثربخشی آموزش ذهن‏آگاهی در مقایسه با تنظیم هیجان بر سازگاری دانش‏آموزان نوجوان دچار اختلال کاستی توجه/فزون‏کنشی. روان‌شناسی کاربردی، 12(2)، 222-203.

عیسی‏بخش، م.، سیف، ع. ا.، و درتاج، ف. (1397). تأثیر آموزش تنظیم هیجانی بر تاب‏آوری تحصیلی و اضطراب امتحان دانش‏آموزان دختر دبیرستانی منطقه نه تهران. مجله پژوهش در نظام‏های آموزشی، 12، 77-69.

فولادی، ا.، کجباف، م. ب.، و قمرانی، ا. (1395). اثربخشی آموزش سرزندگی تحصیلی بر معنای تحصیلی و عملکرد تحصیلی دانش آموزان دختر پایه سوم دوره اول متوسطه شهر مشهد. فصلنامه پژوهش در یادگیری آموزشگاهی و مجازی، 4(15)، 103-93.

نژادمقدم، ح.، و سلیمی، م. (1398). نقش سبک‏زندگی ارتقادهنده سلامت در کیفیت زندگی مدرسه و سازگاری تحصیلی دانش‏آموزان دوره متوسطه. نشریه راهبردهای آموزش در علوم پزشکی، 12(1)، 143-135.

Andreas, M. L., Stelzer, F., Juric, L. C., Introzzo, I., Rodriguez-Carvajal, R., & Guzman, J. I. N. (2017). Emotion regulation and academic performance: A systematic review of empirical relationships. Psicologia Em Estudo, 22(3), 299-311.

Baker, R. W., & Siryk, B. (1984). Measuring adjustment to college. Journal of Counseling Psychology, 31(2), 179-189.

Brooks, M. D. (2016). “Tell me what you are thinking”: An investigation of five Latina LTELs constructing meaning with academic texts. Linguistics and Education, 35, 1-14.

Fooladi, A., Kajbaf, M. B., & Ghamarani A. (2017). Effectiveness of academic buoyancy training on academic meaning and academic performance of third grade girl students at the first period of high school in Mashhad city. Research in School and Virtual Learning, 4(15), 93-103. [In Persian]

Haynos, A. F., Hill, B., & Fruzzetti, A. E. (2016). Emotion regulation training to reduce problematic dietary restriction: An experimental analysis. Appetite, 103, 265-274.

Henderson–King, D., & Smith, M. N. (2006). Meanings of education for university students: academic motivation and personal values as predictors. Social Psychology of Education, 9(2), 195-221.

Herwig, U., Lutz, J., Scherpiep, S., Scheerer, H., Kohlberg, J., & et al. (2019). Training emotion regulation through real-time fMRI neurofeedback of amygdala activity. Neuroimage, 184, 687-696.

Hirvonen, R., Yli-Kivisto, L., Putwain, D. W., Ahonen, T., & Kiuru, N. (2019). School-related stress among sixth-grade students – Associations with academic buoyancy and temperament. Learning and Individual Differences, 70, 100-108.

Isabakhsh, M., Seif, A. A., & Dortaj, F. (2018). The effect of emotional regulation on academic resilience and test anxiety of high school female students. Journal of Research in Educational Systems, 12, 69-77. [In Persian]

Li, Y., Ren, Z., Ren, F., Zhu, Q., Liu, Y., & Zhang, S. (2013). On the relationship of extraversion, vitality and meaning in life among Chinese college students. Advances in Psychology, 6(1), 85-90.

Martin, A. J., Yu, K., Ginns, P., & Papworth, B. (2017). Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom. Educational Psychology, 37(8), 930–946.

Muhonen, H., Pakarinen, E., Poikkeus, A., Lerkkanen, M., & Rasku-Puttonen, H. (2018). Quality of educational dialogue and association with students’ academic performance. Learning and Instruction, 55, 67-79.

Nejad Moghadam, H., & Salimi, M. (2019). The role of lifestyle raises health in the quality of school life and also academic adaptation of secondary students. Education Strategies in Medical Sciences, 12(1), 135-143. [In Persian]

Reisy, J., Dehghani, M., Javanmard, A., Shojaei, M., & Monfared Naeimian, P. (2014). Analysis of the mediating effect of academic buoyancy on the relationship between family communication pattern and academic buoyancy. Journal of Educational and Management Studies, 4(1), 64-70.

Seginer, R., & Mahajna, S. (2016). On the meaning of higher education for transition to modernity youth: Lessons from future orientation research of Muslim girls in Israel. International Journal of Educational Research, 76, 112-119.

Tirgari, B., Azizadeh Forouzi, M., Heidarzadeh, A., & Abbaszadeh, H. The relationship between self-efficacy and achievement motivation and academic adjustment in the first year undergraduate students of Kerman University of Medical Sciences in 2015. Education Strategies in Medical Sciences, 10(3), 157-164. [In Persian]

Van Rooij, E. C. M., Jansen, E. P. W., & Vande Grift, W. J. C. (2017). Secondary school students' engagement profiles and their relationship with academic adjustment and achievement in university. Learning and Individual Differences, 54, 9-19.

Wu, J., & Liu, S. (2019). A comparative study of educational placement and school adjustment of children with cochlear implants between China and Czech Republic. Children and Youth Services Review, 103, 107-115.

Zangiabadi, M., Sadeghi, M., & Ghadampour, E. (2018). The effect of emotion-focused processing strategies training on academic adjustment of female students. Iranian Journal of Learning and Memory, 1(2), 23-28.

Zare, M., Aghaziarati, A., Maleksheykhi, S., & Sharifi, M. (2018). Effectiveness of mindfulness training compared to emotion regulation on the compatibility of students with ADHD. Journal of Applied Psychology, 12(2), 203-222. [In Persian]

Zhang, G. (2015). It is suggested that…or it is better to…? Forms and meanings of subject it-extra position in academic and popular writing. Journal of English for Academic Purposes, 20, 1-13.

Comparison the Effectiveness of Academic Buoyancy and Emotion Regulation Training on Academic Meaning and Academic Adjustment

References

References

Volume 14, Special IssueJuly 2020Pages 483-494

Volume 14, Special Issue
July 2020
Pages 483-494