Yasaman Aghili mehrizi; Somayeh Pourehsan; Afsaneh Towhidi
Volume 16, Issue 57 , July 2022, , Pages 91-104
Abstract
The aim of the present study was to investigate the relationship between personality traits and coping styles with academic burnout: the mediating role of academic procrastination in female high school students in Kerman. The research is a correlational design and the sample group was 498 students of ...
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The aim of the present study was to investigate the relationship between personality traits and coping styles with academic burnout: the mediating role of academic procrastination in female high school students in Kerman. The research is a correlational design and the sample group was 498 students of arithmetic and God-fearing schools in the academic year of 2019-2020 who were selected by multi-stage cluster sampling method. The tools used in this study included Maslash burnout list (2002), Andler and Parker stress coping style list (1990), Neo personality traits list (1992), and Solomon and Roth Bloom's list of academic procrastination (1994). Indirect path of personality traits (extraversion / introversion (-0/31), neuroticism (0/301), openness to experience (-0/25), adaptation (-0/23), conscientiousness (-0/21)) is significant through academic procrastination on burnout plus the indirect path of style (p<0/001). Coping with stress (problem-oriented (-0/32), emotion-driven (0/30), social engagement, and distraction (-0/19)) is significant through academic procrastination on burnout (p<0/001). Therefore, since people use stress coping styles according to their personality traits and characteristics, teaching stress coping strategies and skills to people with personality traits (extroversion, introversion). Neuroticism, conscientiousness and adaptation and openness to experience) in addition to reducing academic procrastination is also effective in reducing academic burnout.
Mahshid Tajrobehkar; Mahsa Amooghadiri; Somayeh Pourehsan
Volume 14, Issue 51 , January 2021, , Pages 61-79
Abstract
The present study aims to determine the effectiveness of Lego social training educational packages on moral judgment, social skills and creativity of the second-grade students of primary school in Yazd city. All of the second-grade students in primary schools of Yazd that were under education in 1397 ...
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The present study aims to determine the effectiveness of Lego social training educational packages on moral judgment, social skills and creativity of the second-grade students of primary school in Yazd city. All of the second-grade students in primary schools of Yazd that were under education in 1397 – 1398 were included in the statistical population, which counted up to 1500 students. The research method was quasi-experimental with pre-test, post-test design with experimental and control groups. For this purpose, 30 female second grade primary school students in Yazd city were chosen, using multi-stage cluster sampling method, and in the last cluster, students were selected by simple random sampling method and were divided into two experimental (15 people) and control groups (15 people). Data collection tools were a questionnaire of moral judgment, social skills, and creativity. Lego training was conducted in twelve 60-minute sessions by the researcher in the experimental group. The results show that the Lego social training education is effective on moral judgment, social skills, and creativity of second grade students in Yazd primary schools, and has increased moral judgment, social skills and creativity and its dimensions (initiative, fluidity, expansion and flexibility). The results show that after Lego social training teachings in the experimental group, a significant increase in students' moral judgment and social skills compared to the control group was Considered. As a result, it can be said that social teachings by Lego, affect the moral judgment and social skills of students.
