elaheh sadeghi
Abstract
The aim of this research was to evaluate the effectiveness of Dialectical behavior therapy on academic emotion components and self-control in the attention deficit \ hyperactivity disorder in year 7 to 11 students. This research method was semi-experimental with pretest-posttest design. Using Pekran, ...
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The aim of this research was to evaluate the effectiveness of Dialectical behavior therapy on academic emotion components and self-control in the attention deficit \ hyperactivity disorder in year 7 to 11 students. This research method was semi-experimental with pretest-posttest design. Using Pekran, Goerz, Frenzel's academic emotion (2005) and Tangey, Baameister, Boone's self-control (2004) questionnaires, 30 person of attention deficit\hyperactivity disorder in year 7 to 11 students were purposive selected any were randomly assigned two experimental and control group. (each group was 15) The experimental received 8 sessions of DBT based on instruction package and the control group did not receive any training in the field. After executing the DBT, academic emotion components and self-control of the members of two groups were measure again. Date were analyzed using multivariate covariance analysis (MANCOVA) and univariate analysis (ANCOVA). in the mancova analysis for academic emotion components and self-control showed significant differences in the both groups and the avncova analysis for self-control and academic emotion components like enjoyment, angry and boredom, showed significant differences in both groups. But concerning of academic emotion components like anxiety, shame, pride and hopelessness, showed not significant differences in both groups. The results of this study which are in line with other studies that DBT has significant role in academic emotion components and self-control in the attention deficit\ hyperactivity disorder in year 7 to 11 students.
Motivation and Learning
Fatemeh Alipour; abolfazl farid; Emad Aldin Ahrari; Seyed Qasem Mosleh
Abstract
Academic dishonesty refers to any misconduct in academic affairs and assignments. It is a worrying phenomenon with many negative consequences. To prevent these consequences, experts have studied the effective relevant factors on academic dishonesty. In this study self-control and academic procrastination ...
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Academic dishonesty refers to any misconduct in academic affairs and assignments. It is a worrying phenomenon with many negative consequences. To prevent these consequences, experts have studied the effective relevant factors on academic dishonesty. In this study self-control and academic procrastination were studied as antecedents for academic dishonesty. It was a correlational study and Tangney, Baumeister and Boone (2004) self-control questionnaire, McCabe and Trevino (1997) academic dishonesty questionnaire and Solomon and Rothblum (1984) procrastination questionnaire were used. The relationships between the constructs of the proposed model were analyzed using structural equation modeling in AMOS software version 24. The statistical population included all high school students in the city of Osko, in the academic year 1401-1400. The sample size was 380 students. The fitness indices of the proposed model according to the criteria proposed by Meyers, Gamst and Guarino (2006) indicated an acceptable fitness with the data. The results showed that self-control has a direct and significant effect on academic procrastination and academic dishonesty. In addition, academic procrastination has a direct and significant effect on academic dishonesty. Also academic procrastination plays a mediating role in the relationship between students' self-control and academic dishonesty. Therefore, it is suggested that education authorities consider programs to improve students' self-control skills.