Mansoureh Hajhosseini; Elahe Hedayati; masoud Gholamali Lavasani
Abstract
The purpose of this study was to investigate the role of mediator of hope in relation between attachment styles and academic buoyancy. Method: This study was a descriptive study and correlation and path analysis. The statistical population of the study consisted of all 10th grade male students of secondary ...
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The purpose of this study was to investigate the role of mediator of hope in relation between attachment styles and academic buoyancy. Method: This study was a descriptive study and correlation and path analysis. The statistical population of the study consisted of all 10th grade male students of secondary school in Shiraz during the academic year of 1995-96. A total of 400 students were selected through multistage cluster sampling. To collect the data, Hazen and Shiver attachment styles questionnaires, Pamela Hindes Adolescents Hope Scale and Martin and Marsh's academic buoyancy scale were used. Data were analyzed using Pearson correlation coefficient and path analysis. Results: The results of correlation matrix table showed that there was a significant correlation between the majority of the present research which included the dimensions of attachment styles, hope and academic bouyancy (P <0.01). The results of path analysis indicated a significant role of mediating role of hope in the relationship between attachment styles and academic buoyancy. Conclusion: In general, it can be concluded that attachment styles and hope are two of the main factors for studying academic bouyancy.
mansooreh hajhosseini; Zahra Naghsh; Maryam Moradbeygi
Abstract
The aim of this study was to investigate the relationship of the social status of a teacher with students’ academic self-efficacy through the madiation of the target structure of the classroom. The population consisted of secondary school female students studying during the academic year of 2014-15 ...
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The aim of this study was to investigate the relationship of the social status of a teacher with students’ academic self-efficacy through the madiation of the target structure of the classroom. The population consisted of secondary school female students studying during the academic year of 2014-15 at all public secondary schools and their teachers in Tehran, randomly selected through the multi-stage cluster sampling method. The research method was descriptive and correlational, and was done through path analysis.. Furthermore, the data was collected using a questionnaire. For data collection, teachers answered the Navidi-Barzegar Social Status Questionnaire (2003) with the alpha coefficient 0.84, and students answered the MacIlory & Bunting Academic Self-Efficacy Questionnaire (2002) with the alpha coefficient of 0.81 and the Miguel et al Class Structure Questionnaire (2000) including the subscales of mastery target structure, approach target structure, and performance-avoidance target structure.
The results showed that academic self-efficiency of the students had a significant positive relationship with mastery structure and performance-approach structure. All of subcomponents of the actual social status of a teacher showed positive and significant relationships with students' self-efficacy. The mastery structure of the classroom had a significant positive relationship with actual social status, promotion of education status, provision of amenities, and applying the policy of teachers' participation. The performance-approach structure had a significant positive relationship with the promotion of education status. Finally, the initial version of the model was modified through the mediating role of the mastery structure, and the fitting indicators became desirable.
