روانشناسی یادگیری
Maryam Safaee; alimohammad rezaei; Siavosh Talepasand
Abstract
The aim of the present study was to examine the effect of the family support, friends support and others support on the academic Performance with the mediating role of academic self-efficacy, academic resilience and academic engagement. This descriptive correlational study was performed on students of ...
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The aim of the present study was to examine the effect of the family support, friends support and others support on the academic Performance with the mediating role of academic self-efficacy, academic resilience and academic engagement. This descriptive correlational study was performed on students of Payam Noor University of Bojnourd. 500 students who were selected through multi stage stratified random sampling method completed the Multidimensional Scale of Perceived Social Support, the College Academic Self-Efficacy Scale, the Academic Resilience Inventory and the Schoolwork Engagement Inventory. The data were analyzed by Pearson correlation test and path analysis in SPSSV19 and AMOSV20 software. The results of Pearson correlation showed that there is a positive and meaningful correlation between all of variables in model. Also results of path analysis showed that family support and friends support had a significant role in predicting academic performance either directly or indirectly with the mediation of academic self-efficacy, academic resilience and academic engagement. The direct effect of others support on academic performance was not significant. But this variable also had a significant effect in predicting academic performance with the mediation of other variables. In general, the research findings showed that family support, friends support, academic self-efficacy, academic resilience and academic engagement play a determining role in predicting academic performance. Therefore, according to the findings of this study, it is recommended that the necessary measures be taken to increase social support, academic self-efficacy, academic resilience and academic engagement in order to enhance the academic performance of students.
samaneh behzadpour; zahra motahari; faramarz sohrabi
Abstract
The purpose of this research was to predict achievement motivation through hardiness and social support in female high school students. Method of research was correlation. The statistical population of the present research comprised the female high school students in No.9 educational district of Tehran ...
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The purpose of this research was to predict achievement motivation through hardiness and social support in female high school students. Method of research was correlation. The statistical population of the present research comprised the female high school students in No.9 educational district of Tehran city. The research sample consisted of 70 students that were selected by multi-stage random cluster sampling method. Herman's Achievement Motivation Scale (1970), Lang and Goulet hardiness Questionnair (2003) and Social Support Questionnaire (friend and family scale) (1983) were used to gather data. Data were analyzed by multiple regression analyses and Pearson correlation coefficient. The results indicated that hardiness (r= 0.561), social support of family (r=0.549) and social support of friends (r=0.408) were related to achievement motivation. The results of multiple regression analyses indicated that hardiness (P
Yusef Karimi; Mahmoud Khabbaz; Yusef Habibi; Nader Karimian
Abstract
The aim of this study was to investigate and compare the resiliency and social support in the youth offenders of education and correction centers and ordinary teenagers of south Tehran.The study population included all youth offenders of education and correction centers and all students of high schools ...
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The aim of this study was to investigate and compare the resiliency and social support in the youth offenders of education and correction centers and ordinary teenagers of south Tehran.The study population included all youth offenders of education and correction centers and all students of high schools and middle schools of south Tehran. 120 people were selected from youth offenders randomly and 264 ordinary teenagers were selected by multi steps clustered method. Data were gathered by social support questionnaire (Wax, 1986) and resiliency questionnaire (Connor and Davidson, 2003). The results showed the levels of resiliency and social support components of youth offenders is significantly less than those of ordinary teenagers. The findings showed the offenders that use narcotics have less resiliency, social support and family support than other offenders. Regard to these findings, must be done suitable actions for increasing resilience levels of youth people and life essential skills must be taught to them. And judgmental and supportive organizations by their facilitating and preventive actions must enable the families to support their children.
anahita faraji; saeid aryapuran; Ali Abdi
Abstract
The purpose of this research was the the role of coping styles and social support in discriminating of students with high and low test anxiety. 387 of students in Azad university of Kermanshah selected by clustered sampling and filled the students coping scale and multidimensional Scale of perceived ...
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The purpose of this research was the the role of coping styles and social support in discriminating of students with high and low test anxiety. 387 of students in Azad university of Kermanshah selected by clustered sampling and filled the students coping scale and multidimensional Scale of perceived social support and test anxiety questionnaire. Results indicated that there is meaningful correlation between emotion-centered coping (r=0.514), problem-centered coping (r=-0.418) and social support(r=-0.334) with test anxiety. Results of discriminate analysis showed that emotion-centered coping, problem- centered coping and social support from family were meaningfully discriminated students with high and low test anxiety (p<0.05). But social support from friends and significant other didn’t discriminate students with high and low test anxiety.
marziye mirsamiei; soghra ebrahimighavam
Abstract
SUMMERY: This survey has been carried out with the aim of studying the relationship between self-efficiency social support and exam anxiety and the psychological health of men and women students in Allameh-Tabatabaee University. METHOD: This survey is a correlative one. Being selected by cluster sampling, ...
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SUMMERY: This survey has been carried out with the aim of studying the relationship between self-efficiency social support and exam anxiety and the psychological health of men and women students in Allameh-Tabatabaee University. METHOD: This survey is a correlative one. Being selected by cluster sampling, the participants were 300 undergraduate students (210 women and 90 men) of Allameh-Tobatabaee University in 2006 academic year. They were evaluated by Sherer self-efficiency questionnaire (1982), social support § questionnaire (1986), exam anxiety questionnaire (1996) and Goldberg general health questionnaire (1979). Research data was analyzed via the statistic test of Correlation coefficient and independent. FINDINGS: These studies showed that there is a relation not only between self-efficiency and psychological health but also between social support and psychological health. Moreover, it reveled that there is no difference between sexes when it comes to self-efficiency average, social support and exam anxiety. Nevertheless, the average of men's' psychological health was significantly lower then that of women. RESULTS: The results generally revealed that self-efficiency and social support are influential in promoting psychological health and also that exam anxiety decreases psychological health
