Cognitive psychology and school learning
Kazem Hassani; Parasto Sohrabi; Mohyedin Mohammad khani
Abstract
This study was conducted to predicting academic failure based on rumination with the mediating role of procrastination and emotion regulation difficulty in second high school period students in Kermanshah city. The research was descriptive and correlational. The statistical population included all female ...
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This study was conducted to predicting academic failure based on rumination with the mediating role of procrastination and emotion regulation difficulty in second high school period students in Kermanshah city. The research was descriptive and correlational. The statistical population included all female students of the second high school period in Kermanshah city, district 1 in the academic year 2022, from which 120 people were selected using available sampling method. To collect data, fear of academic failure assessment questionnaire, rumination questionnaire, academic procrastination questionnaire and emotional regulation difficulty questionnaire were used. Research data analysis was done using descriptive statistics (mean and standard deviation), Pearson correlation coefficient, multivariate regression and structural equation modeling with SPSS-24 software. Based on the results, the proposed model of causal relationships between the mentioned variables had an acceptable fit. In general, in the proposed research model, the results showed that regulating emotions is related to academic failure both directly and indirectly through procrastination and difficulty rumination in students. The results of this research have important practical recommendations for psychologists, counselors and planners in the field of education to identify the cognitive, emotional and academic problems of learners with timely and appropriate interventions and by correcting and treating them they can improve students’.mental health and academic quality.
Mehran Farajollahi; Kazem Hasani; Sana Safari; Mehdi Moeinikia
Volume 4, Issue 15 , January 2017, , Pages 49-64
Abstract
This study aims at presenting a pattern for the organizational structure of open and distant universities with focusing on Payame Noor University (PNU). The population of the study consisted of all personnels working in three centers of PNU in Tehran, Kermanshah, and Kurdistan provinces located in Iran; ...
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This study aims at presenting a pattern for the organizational structure of open and distant universities with focusing on Payame Noor University (PNU). The population of the study consisted of all personnels working in three centers of PNU in Tehran, Kermanshah, and Kurdistan provinces located in Iran; among whom 400 persons were selected based on the purposive sampling. In order to measure the structural dimensions; Robbins’ organizational structure questionnaire was used; furthermore, for content dimensions measuring Cameron and Canon’s organizational Culture Inventory, William’s organizational environment, Daft’s organizational technology, and Farhady’s organizational strategies were utilized. The results of the study indicated that with regard to the structural dimensions, PNU has formality, complexity, and high focus and with respect to the content dimensions, it has a somewhat unpredictable environment, a fairly strong culture, Successful strategy and complex technology. The results of multiple regression indicated that culture, environment, technology and strategy are nice predictors for formality, complexity and focus. In conclusion, based on the somewhat unpredictable environment, the fairly strong culture and the complex technology, the managers need to pay close attention to reducing formality, complexity, and focus and attempt to design and implement the link structure, which is both stable and efficient and also easy and flexible, in PNU.
