روانشناسی یادگیری
Hossein Naderipour; Abolghasem Yaghoobi; Rasool kord Noghabi; Shahryar Yarmohammadi Vasel
Abstract
The aim of this study was to develop a causal model of academic engagement based on academic mindfulness with the mediating of fear of self-compassion, academic wising and core self-evaluations in students. The research method was correlational (structural equation modeling). The statistical population ...
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The aim of this study was to develop a causal model of academic engagement based on academic mindfulness with the mediating of fear of self-compassion, academic wising and core self-evaluations in students. The research method was correlational (structural equation modeling). The statistical population consisted of all students in Bu-Ali Sina University in the academic year of 2022-2023. To determine the sample size, 420 students were selected using the multistage cluster random sampling method. The instruments for data gathering included an academic engagement questionnaire (Reeve & Tseng, 2011; Reeve, 2013), an academic mindfulness questionnaire, a fear of self-compassion scale (Gilbert et al., 2011), an academic wising scale and core self-evaluations scale (Judge et al., 2003). Data were analyzed using Pearson correlation and structural equation modeling. The findings indicated that the model was confirmed by the excellent fit. The results of the model showed that academic mindfulness, fear of self-compassion, academic wising and core self-evaluations had a direct and significant effect on academic engagement. Moreover, the results showed that academic mindfulness mediated by fear of self-compassion, academic wising and core self-evaluations had a significant effect on academic engagement. In this study, the effect of variables mentioned on student's academic engagement was confirmed. This shows the importance of attention to these four variables in order to explain academic engagement.
روانشناسی یادگیری
Abolghasem Yaghoobi; Hossein Naderipour; mosaieb yarmohamadi vasel; Hossein Mohagheghi
Abstract
Promoting Psychological well-being are important tasks for directors and educational system professionals. Psychological well-being has always attracted psychologists' attention, in scientific environments. The purpose of this present study was the explaining of Psychological Well-being based on Mindfulness, ...
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Promoting Psychological well-being are important tasks for directors and educational system professionals. Psychological well-being has always attracted psychologists' attention, in scientific environments. The purpose of this present study was the explaining of Psychological Well-being based on Mindfulness, Need for Cognition and Psychological Capital in the students. Research method was descriptive-correlational. Statistical population consisted of all students in Bu-Ali Sina University in the academic year of 2016-2017. Students 375 were selected by multiple cluster sampling method using Krejcie and Morgan table. The instruments for data gathering included, Mindful attention awareness scale (Brown & Ryan), Need for Cognition scale (Cacioppo, Petty & Kao), Ryff Psychological Well-being scale and Luthans Psychological Capital questionnaires. The data was analyzed with Pearson correlation and multivariate regression using. Results showed that Psychological Well-being had a significant positive correlation with Psychological Capital(R=0.730؛ P<0.001), Need for Cognition(R=0.505؛ P<0.001) and Mindfulness(R=0.382؛ P<0.001). Meanwhile Mindfulness, Psychological Capital and Need for Cognition predict 56% of Psychological Well-being variance. Given that Mindfulness, Need for Cognition and Psychological Capital variables were significant predictors of Psychological Well-being in students, creating and fortifying such capacities can promot Psychological Well-being of students.
