Roghayeh Tarahi; Mohammad Rahim Jafarzadeh
Abstract
The aim of this study was to investigate the mediating role of authenticity personality dimensions in the relationship between perceptions of school climate and academic well-being of students. The statistical population of the study involved all the high school students in Behbahan, Khuzestan, south ...
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The aim of this study was to investigate the mediating role of authenticity personality dimensions in the relationship between perceptions of school climate and academic well-being of students. The statistical population of the study involved all the high school students in Behbahan, Khuzestan, south of Iran, out of which 354 individuals were finally selected using multi-stage random sampling. The research instruments consisted of the Academic Well-Being Scale (Tomenin Sweeney et al., 2012), Personality Authenticity Questionnaire (Wood et al., 2008), and Perceptions of School Climate (Beer et al., 2016). Descriptive data and correlation matrix were analyzed using SPSS software, version 26. Besides, AMOS software, version 26, was used to test the research hypotheses and research model. Based on the results, the proposed model has a good fit with the collected data. Perception of school climate had a direct and positive effect on the academic well-being of the students. On the other hand, perception of school climate directly and negatively affected the components of alienation and acceptance of external influences, which, in turn, had a direct and negative effect on the students’ academic well-being. Moreover, perception of school climate had a direct and positive effect on the students’ authentic life, which also exerted a direct and positive effect on the students’ academic well-being. Accordingly, in order to increase the academic well-being of the students, further attention should be paid to the dimensions of students’ authentic personality and perception of school climate.
saman kamari; Mahboobeh Fouladchang; Farhad khormaee
Abstract
The purpose of the present study was to investigate the relationship between social cognition and academic well-being through the mediating roles of social achievement goals and academic and social positive emotions. The statistical population consisted of all Shiraz University undergraduate students, ...
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The purpose of the present study was to investigate the relationship between social cognition and academic well-being through the mediating roles of social achievement goals and academic and social positive emotions. The statistical population consisted of all Shiraz University undergraduate students, from which 566 (278 boy and 288 girl) students were selected through the random multi-stage cluster sampling method. The research instruments included the Social Cognition Questionnaire (Nejati, & et al., 2019), Social Achievement Goals Scale (Ryan, & Shim, 2009), Academic Hope Scale (Khormaee, & Kamari, 2017), Admiration Scale (Schindler, & et al., 2013), Academic Engagement Inventory (AEI) (Salmela-Aro, & Upadyaya, 2012), and Academic Burnout Inventory (ABI) (Salmela-Aro, & et al., 2009). Data were analyzed by structural equation modeling. The findings showed that social cognition had an indirect and positive effect on academic hope and admiration through the mediating role of the social development goal. Social development goal had an indirect and positive effect on academic engagement and an indirect and negative effect on academic burnout through the mediating role of positive emotions of academic hope and admiration. Furthermore, the social demonstration- approach goal had an indirect and negative effect on academic engagement through the mediating role of admiration social emotion. According to these results, social cognition, with the increase of social development goal, increased the positive emotions of academic hope and admiration, and in this way, affected academic well-being (academic engagement and academic burnout). It can be concluded that in the domain of academic well-being, some variables like social cognition, social achievement goals, and academic and social positive emotions can play important roles.
روانشناسی یادگیری
sohrab sahraei; omid shokri; mehdi khanbani; elham hakimi rad
Abstract
This study examined the mediating role of the perceived academic stress and academic emotions on the relationship between academic self-efficacy with academic well-being among university students. Method: On a sample consisting of 339 students (142 male 140 female), the Academic Self-Efficacy Questionnaire ...
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This study examined the mediating role of the perceived academic stress and academic emotions on the relationship between academic self-efficacy with academic well-being among university students. Method: On a sample consisting of 339 students (142 male 140 female), the Academic Self-Efficacy Questionnaire (ASEQ), the Perceived Academic Stress Questionnaire (PASQ), the Achievement Emotions Questionnaire-Short Form (AEQ-SF), the School/University Burnout Inventory (SBI) and the Schoolwork Engagement Inventory (SEI) were administrated. Structural equation modeling was used to assess the mediating effects model of the perceived academic stress and academic emotions on the relationship between academic self-efficacy with academic well-being among university students. Results: Results showed that both models -partially mediated models of positive and negative emotions on the relationship academic self-efficacy and academic well-being - had good fit to data. In these hypothesized models, all of the regression weights were statistically significant. Also, in the mediating model of positive emotions and academic stress, model predictor’s emphases accounted for 33 and 22 of the variance in academic engagement and academic burnout, respectively. Furthermore, in the mediating model of negative emotions and academic stress, model predictor’s emphases accounted for 33 and 20 of the variance in academic engagement and academic burnout, respectively.Conclusion: These findings show that the part of covariance between conceptual loops of academic self-efficacy beliefs and academic well-being is accounted for by achievement emotions and perceived academic stress.
