Journal of Research in Educational Systems

Abstract The aim of this study was to determine the mediating Role of Perceived Social Support in Relationship between Academic Satisfaction, Emotional Intelligence, Self-Regulation and Assertiveness. The research method was correlation of the type path analysis. The statistical population included all high school students in Kermanshah, from which 384 people were selected as a statistical sample. The sampling method was Multistage sampling. In order to collect Data the Academic Satisfaction Questionnaire (ASQ), Schutte Self-Assessment Questionnaire, (SRI), Gambrill, Richey Assertion Inventory(AI), Multidimensional Perception Social Support Scale (MSPSS) and Bouffard self-regulatory questionnaire(BSF) were used. Data analysis was performed using path analysis statistical method and by the SPSS-24, and AMOS-22 software. Findings showed that emotional intelligence, self-regulation and assertiveness through perceived social support have an indirect and significant effect on academic satisfaction and the causal model of academic satisfaction is based on the The mentioned variables is significant. Due to the important role of satisfaction in academic success and achievement, it is suggested to families, teachers and educational institutions that more research be done to identify the factors affecting this variable to provide the necessary conditions to increase academic satisfaction.

Abstract The aim of this study was to determine the role of research help seeking and research self-efficacy in the prediction of research anxiety among graduate students during the Coronavirus 2019 Epidemic (COVID-19). The research method was descriptive-correlational. The statistical population of the present study included all graduate students of Yasouj University in the academic year 2020-2021. 343 graduate students were selected as the sample group by available sampling method. Data collection tools included Rezvani Research help seeking Questionnaire (2016), Biocosturk Research Self-Efficacy Questionnaire (2011), and Research Anxiety Questionnaire of Borang et al. (2017). Pearson correlation test and multiple regression analysis were used to analyze the data. The results of Pearson correlation coefficient test showed that a significant relationship was observed between researches help seeking and research self-efficacy with research anxiety. The results of multiple regression analysis showed that the variables of avoidance of help seeking, need for help, problem recognition self-efficacy, methodological self-efficacy and reporting self-efficacy have the ability to predict research anxiety. Therefore, it can be concluded that research help seeking and research self-efficacy lead to reduce research anxiety students during COVID-19.

Abstract This study aims to consider the effect of cognitive-behavioral coaching on negative perfectionism and scholastic self-handicapping among academic high school students in Semnan city. Research Design was semi-experimental and pretest- posttest type with control group. The study population included all of high school boy students in Semnan city. Of this students, 56 high school boy students were selected by multistage random cluster sampling method and randomly placed in experimental and control group. The experimental group encountered with 8 psycho educational sessions of cognitive-behavioral coaching. Data gathering process was performed by positive and negative perfectionism scale constructed by Terry-Short et al and Jones & Rhodewalt self-handicapping in pretest and post test for all participants in two groups. Gathered data analyzed using analysis of covariance.. The results showed that there is significant difference in the negative perfectionism and self-handicapping among experimental group and control group (p<0/001) and cognitive-behavioral coaching was effective in reducing the negative perfectionism and self-handicapping among high school students.