Ezatolah ghadam poor; fazlolah hasanvand; maryam abdolahi moghadam; amin shakarami
Abstract
The purpose of this study was to explain the academic buoyancy model based on self-handicapping through the mediating role of love of learning, self-esteem, and self-regulation skills.
The statistical population of this study included all male and female students of high schools in Poldokhtar city, ...
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The purpose of this study was to explain the academic buoyancy model based on self-handicapping through the mediating role of love of learning, self-esteem, and self-regulation skills.
The statistical population of this study included all male and female students of high schools in Poldokhtar city, which included about 3990 students. According to the Krejcie and Morgan's table, 350 people (175 girls and 175 boys) were selected as samples based on the multi-stage sampling method. The self-handicapping, academic Buoyancy, love of learning, self-esteem and Buffard et al self-regulatory skills scales were used to collect the data.
Data analysis showed that the conceptual model of the research was confirmed with proper fitness, and self-handicapping had a significant negative effect on academic Buoyancy and all of the mediating variables. More importantly, love of learning and self-esteem had positive mediating roles in the effect of self-handicapping on academic Buoyancy. Although self-handicapping had a significantly negative effect on self-regulation skills, this variable had not a mediating role on the adolescent's academic buoyancy.
It can be concluded that self-handicapping is a factor that can have damaging and destructive effects on the student’s academic buoyancy and other educational outcomes in the school setting. For this reason, it is necessary to use the positive effects of factors such as love of learning and self-esteem to overcome on negative impact of self-handicapping.
Mehran Farhadi; Hussein Mohagheghi; Maryam Abdollahi Moghaddam; Fazlolallh Hassanvand
Abstract
This study aims to design a model for explaining the happiness based on the coping styles and psychological resiliency in Farhangian University of Hamedan and students were as participant. For this purpose, among all the male and female students, 330 students (165 girls and 165 boys) were selected randomly ...
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This study aims to design a model for explaining the happiness based on the coping styles and psychological resiliency in Farhangian University of Hamedan and students were as participant. For this purpose, among all the male and female students, 330 students (165 girls and 165 boys) were selected randomly and responded to happiness, resiliency and coping with stressful situations. The data were analyzed using the LISREL software. The results showed that the assumption initial model was confirmed by the excellent fit. Accordingly, there is a positive relationship between resiliency and happiness. Among The coping styles, problem-oriented coping style through resiliency affect the happiness of students and emotion and avoidance coping style have negative relationship with happiness. In this study, the role of coping styles and resilience on student's happiness was confirmed. It showed the importance of attention to two these component and reinforce them in order to increase of happiness.
