Abolghasem Yaghoobi; fereshteh motaharifar; mahya hosseini
Abstract
The statistical population of this study included all students studying in the academic year 1400-1401 in Bu Ali Sina University of Hamadan. The sample group, which included 387 people, was selected by random cluster sampling method. And responded to the developmental assessts Questionnaire (Minnesota ...
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The statistical population of this study included all students studying in the academic year 1400-1401 in Bu Ali Sina University of Hamadan. The sample group, which included 387 people, was selected by random cluster sampling method. And responded to the developmental assessts Questionnaire (Minnesota Research Institute, 2005), core self-evaluation Questionnaire (Jaj et al., 2003), Academic help seeking Questionnaire (Ghadampoor and Sarmad, 2006) and Academic engagement Questionnaire (Shuffle et al., 2002). Pearson correlation and structural equation analysis were used to analyze the data. Findings of this study showed that core self-evaluation and developmental assessts have a positive and significant relationship with the dimension of acceptance of help and academic engagement and a negative and significant relationship with the dimension of avoidance of help. There is a positive and significant relationship between the acceptance dimension of help seeking and academic engagement and a negative and significant relationship between the avoidance dimension of help seeking and academic engagement. The acceptance dimension of academic help seeking and the avoidance dimension of academic help seeking play a significant mediating role in the relationship between core self-evaluation and academic engagement and developmental assessts and academic engagement. Based on this finding, it can be concluded that by strengthening the internal and external Developmental Assessts and the Core Self-Evaluation of the individual, the acceptance dimension of help seeking increases and the avoidance dimension decreases. These factors can also increase people's participation and academic engagement in interaction with each other.
روانشناسی یادگیری
farnaz radmehr; jahangir karami
Abstract
The purpose of this study was to investigate the role tolerance of ambiguity and fluctuation in the prediction of academic engagement among students of the University of Medical Sciences. The present study was a descriptive-analytic study of correlation type on all midwifery, nursing, health and paramedical ...
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The purpose of this study was to investigate the role tolerance of ambiguity and fluctuation in the prediction of academic engagement among students of the University of Medical Sciences. The present study was a descriptive-analytic study of correlation type on all midwifery, nursing, health and paramedical students of Kermanshah University of Medical Sciences during first semester the academic year of 2017-18. The sample size was 219 people (%53/9 female and %46/1 male) according to Morgan table and they were selected by random cluster sampling. Data were analyzed using Pearson Correlation Coefficient, multiple regression analysis, and independent t-test. The results showed that among girls there was a positive and significant relationship between tolerance of ambiguity (p<0.001) and fluctuation (p<0.01). Also, among the boys there was a positive and significant relationship between the fluctuation with academic engagement (p<0.001) But there was no significant relationship between tolerance of ambiguity and with academic engagement. The results of multiple regression analysis by stepwise showed that among the girls, tolerance of ambiguity and fluctuation variables were %16 and among the boys, fluctuation the prediction of %12 of the variance of academic engagement was predicted. On the other hand, the results of independent sample t test showed that there was a significant difference between the tolerance of ambiguity, fluctuation and academic engagement in male and female students, such that tolerance of ambiguity, fluctuation and academic engagement among girls was higher than that of boys (p<0.001).
