روانشناسی یادگیری
mohadese bakhshipoor; Siavash Talepasand
Abstract
The purpose of this research was to investigate the relationship between conscientiousness and math academic achievement with the mediation of emotional intelligence and the moderating role of need to autonomy. The current research was correlational. The statistical population of this research was all ...
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The purpose of this research was to investigate the relationship between conscientiousness and math academic achievement with the mediation of emotional intelligence and the moderating role of need to autonomy. The current research was correlational. The statistical population of this research was all the female students of the first secondary level in the 14th district of Tehran in the academic year of 2001-2001 (N = 8858). Voluntary sampling method was used. All of them completed Neo's five-factor personality questionnaire (1985), Schering's emotional intelligence (1999), Guardia et al.'s (2000) autonomy, and Pham and Taylor's (1994) academic achievement questionnaire. Hypotheses were tested with path analysis model and conditional process analysis. The findings showed that conscientiousness had a direct structural effect on emotional intelligence and academic achievement in mathematics. Emotional intelligence had a direct structural effect on math academic achievement. Emotional intelligence played a mediating role in the relationship between conscientiousness and math achievement. The moderating role of need to autonomy in the relationship between conscientiousness and math achievement was confirmed. The highest relationship between conscientiousness and academic achievement was at low levels of need to autonomy. As need to autonomy increased, the relationship between conscientiousness and mathematical achievement became weaker. As a result, the antecedents of mathematical progress have complex structural relationships. Emotional intelligence and autonomy along with conscientiousness played an effective role in math progress. The practical implications of the findings were discussed.
روانشناسی یادگیری
Saeedeh Bafti; Siavash Talepasand
Abstract
The purpose of this research was to investigate the relationship between students' misbehavior and the desire to leave the service of teachers with the mediation of emotional exhaustion and the moderating role of emotional regulation. The current research was correlational. The statistical population ...
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The purpose of this research was to investigate the relationship between students' misbehavior and the desire to leave the service of teachers with the mediation of emotional exhaustion and the moderating role of emotional regulation. The current research was correlational. The statistical population of this research included all the elementary school teachers of Semnan city who were working in the academic year of 2011-2014 (723 people). The participants were 150 teachers (84 female teachers and 64 male teachers). A simple random sampling method was used. All of them completed the Jang (1995) emotional exhaustion questionnaire, the Gross and John (2003) emotional regulation questionnaire, the Kim et al. (2007) intention to quit questionnaire, and the Rostami and Rad students' behavioral bias questionnaire (2012). Hypotheses were tested with path analysis model and conditional process analysis. The findings showed that students' misbehavior had a direct structural effect on emotional exhaustion and the tendency to leave the service of teachers. Emotional exhaustion played a mediating role in the relationship between students' misbehavior and teachers' desire to leave. The moderating role of emotional regulation in the mediating relationship of emotional exhaustion was confirmed. At low levels of emotion regulation, the relationship between emotional exhaustion and the desire to leave the service was very mild and significant, but at high levels of emotion regulation, emotional exhaustion more strongly predicted the desire to leave the service. As a result, the antecedents of the desire to leave the service have complex structural relationships.
