Journal of Research in Educational Systems

Abstract Verbal efforts refer to a set of co-worry, co-rumination and interpersonal intimacy that people with emotional problems use as a verbal safety behavior to reduce and relieve dysfunctional symptoms in relation to others. This study sought to investigate the psychometric properties of the Verbal Effort Questionnaire in a student sample. The research method is descriptive correlation. Through cluster sampling method, 550 people from Tehran universities were randomly selected and all those willing to cooperate were asked to answer the relevant questionnaire questions. Factor load values indicate that the operating loads of all questions (shared rumination, shared concern, and intimacy) on the principal component are significant and satisfactory. The factor load of all questions except question 42 is higher than 0.40. Cronbach's alpha coefficient and Guttman halving for the Verbal Effort Questionnaire were estimated to be 0.95 and 0.92, respectively. Which indicates the desired internal consistency of this scale. Therefore, due to the similarity and strong structural relationship between the components of the questionnaire, the components of this scale are important in a newer structure called verbal effort as a coping method. According to the results of this study, this new structure can play an important role in understanding emotional problems.

Abstract This study examined the causal relationships model of antecedents and consequences of achievement goal orientations among university students. On a sample consisting of 300 students (150 males 150 female), the Academic Self-Efficacy Questionnaire (ASEQ), the Perceived Parent Goal Emphases (PPGE), the Achievement Goal Questionnaire-Revised (AGQ-R), the Stress Appraisal Measure-Revised (SAM-R) and the Achievement Emotions Questionnaire-Short Form (AEQ-SF) were administrated. Results showed that there is a positive significant correlation between academic self-efficacy and perceived parent mastery goal emphasis with students' mastery goal orientation and a positive significant correlation between self-efficacy and perceived parent performance goal emphasis with students' performance goal orientation. Results also showed that there is a positive significant correlation between mastery goal orientation with adaptive appraisal and a negative significant correlation with non-adaptive appraisals and there is a positive correlation between performance goal orientation with non-adaptive appraisal and a negative correlation with adaptive appraisal.  Also, results indicated that there is a positive correlation between adaptive appraisal with positive emotions and a negative relationship with negative emotions and there is a positive correlation between non-adaptive appraisal with negative emotions and a negative correlation with positive emotions. On the one hand, these finding show that the self-efficacy beliefs and perceived parents' goal emphases have important role in prediction of students' goal orientations. On the other hand, these findings emphasis on the role of students' goal orientations in prediction of cognitive appraisals and achievement emotions for them.    

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