Cognitive psychology and school learning
Mahdie Jafari Dehabadi; MohammadReza Tamannaeifar
Abstract
Adjustment is considered one of the most crucial indicators of psychological well-being, influenced by a myriad of factors. The present study was undertaken with the objective of examining the relationship between attributional style and adjustment, with self-esteem and self-compassion as mediators, ...
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Adjustment is considered one of the most crucial indicators of psychological well-being, influenced by a myriad of factors. The present study was undertaken with the objective of examining the relationship between attributional style and adjustment, with self-esteem and self-compassion as mediators, among secondary school students in Kashan City during the academic year 2021-2022. Through a multi-stage cluster sampling approach, 327 students (195 females and 132 males) were selected. They completed the adjustment Inventory Students Scale (Sinha and Singh 1993), the Attributional Style Questionnaire (Peterson and Seligman 1984), The Self-Compassion Scale – Short Form (Rees et al., 2011), and the self-esteem scale (Rosenberg 1969). SPSS and AMOS software were employed for statistical analyses. The results demonstrated a significant relationship between attributional style and adjustment, with self-compassion and self-esteem playing mediating roles in this relationship.
Motahhare Tavajjohi; MohammadReza Tamannaeifar
Abstract
Test anxiety is one of the most common educational problems among students that is growing, and therefore it is important to know the factors affecting it. Accordingly, the present study was conducted to investigate the relationship between perceived social support and academic resilience with test anxiety. ...
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Test anxiety is one of the most common educational problems among students that is growing, and therefore it is important to know the factors affecting it. Accordingly, the present study was conducted to investigate the relationship between perceived social support and academic resilience with test anxiety. The method of the present study is descriptive and correlational. The statistical population included all- female high school students in Kashan in the academic year 1399-1400. Three hundred and sixteen students were selected by multi-stage cluster sampling. To collect data, the Multidimensional Social Support Scale of Zimet et al. (1988), the Martin Academic Equality Questionnaire (2003), and the Spielberger Test Anxiety Scale (1980) were used. Pearson correlation test and regression analysis with SPSS software were used to analyze the data. The results of data analysis showed that test anxiety had a significant relationship with social support (r = -0 <23, p <0.01) and academic resilience (r = -0.63, p <0.01). The results of regression analysis showed that predictor variables (social support and academic resilience) were able to predict 0.397 of the variance of the criterion variable (test anxiety). Therefore, it can be said that social support and academic resilience act as predictor variables for test anxiety, with increasing resilience in academic situations and social support, the level of test anxiety in students decreases. The findings of the present study have practical implications for educational psychologists and school counselors to perform educational-counseling interventions to control students' test anxiety
