Mohammad Mehrad Sadr; Gholamreza Chalabianloo; Reza Abdi
Abstract
People regulate their emotions in different ways which emanates from their individual differences. The aim of this study was to investigate the relationship between personality factors and cognitive development levels with emotion regulation strategies. 381 (192 females, 189 males) students from Hakim ...
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People regulate their emotions in different ways which emanates from their individual differences. The aim of this study was to investigate the relationship between personality factors and cognitive development levels with emotion regulation strategies. 381 (192 females, 189 males) students from Hakim Sabzevari University were selected in a cluster sampling method and they filled out ERQ, NEO-FFI and SPBI questionnaires. Correlation coefficient and multiple regression was used for data analysis. Correlation analysis showed that reappraisal have significant positive relation with extraversion, agreeableness and conscientiousness, also suppression have positive significant relation with neuroticism and conservative thinking and negative significant relation with extraversion, openness and conscientiousness. The results of regression analysis indicated that conscientiousness, formal thinking and Collectivistic thinking could predict 12% of reappraisal variance. Results also indicated that extraversion, openness and dialectical thinking could predict 11% of suppression variance. Overall the present findings indicate that individual’s personality traits and cognitive development can predict their emotion regulation capability.
Akbar Reza’i; Mohsen Khorsha; Hamid Reza Maghami
Volume 8, Issue 26 , January 2013, , Pages 212-233
Abstract
The purpose of this research was to investigate the relationship of personality characteristics, motivational beliefs, and learning strategies to students’ academic performance. For this purpose, 240 students (male and female) were selected through multi-stage cluster sampling method from among ...
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The purpose of this research was to investigate the relationship of personality characteristics, motivational beliefs, and learning strategies to students’ academic performance. For this purpose, 240 students (male and female) were selected through multi-stage cluster sampling method from among the students of humanities and basic sciences at Tabriz University. NEO Five Factor Personality Inventory and Motivated Strategies for Learning Questionnaire (MSLQ) were used for data collection. Multiple regression analysis and Pearson correlation were carried out to analyze the data. The results showed that there was a positive and meaningful relationship between responsiveness and students' academic performance of basic sciences. Academic performance had a positive and significant correlation with the variables of motivational beliefs, self-efficiency as well as learning strategies (cognitive strategies and self-regulation) in academic performance of students of basic sciences and humanities. The results of regression analysis showed that self-efficiency and motivational beliefs played a significant role in academic performance of humanities students. Responsiveness or conscientiousness also had a great impact on the academic performance of basic science students.
Heydar Toorani (PhD); Sadegh Rashtiani (MA)
Volume 4, Issue 12 , July 2008, , Pages 88-126
Abstract
The role and significance of psychological hardiness as a buffer personality characteristic against life stress events has been shown in several studies. Researchers have formulated many assumptions and hypotheses about formation of hardiness but no in depth study are carried out until yet. In order ...
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The role and significance of psychological hardiness as a buffer personality characteristic against life stress events has been shown in several studies. Researchers have formulated many assumptions and hypotheses about formation of hardiness but no in depth study are carried out until yet. In order to investigate the relationship between family function and psychological hardiness a sample of 350 participants (175 males and 175 females) from high school students in Kangavar town were selected. The family functioning scale (FFS) which has a total score and 15 subscale, and Adolescence Hardiness Scale (AHS) were used for measuring the two constructs. Adolescence hardiness scale which is based on personal view survey scale from the third generation of hardiness scale was constructed for this research.
The data were analyzed through correlation, multiple regression and t test. Findings indicate a significant positive relationship between family function and hardiness in total sample and two different male and female subsamples. Dimension of family functioning appeared in multiple regression as predictive variables. Differences of the two subsamples were not significant relative to hardiness. The first seven hypotheses of research were confirmed and only the last one was rejected. The findings of the present research are in consistence with the literature review of hardiness.
