Motivation and Learning
Fatemeh Ataee; Omid Shokri; Shahla Pakdaman
Abstract
This study examined the mediating effect of cognitive coping strategies and achievement emotions on the relationship between mental toughness and academic lifestyle behaviors among male and female gifted students. In this correlational study, 288 gifted students (141 male and 147 female) responded to ...
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This study examined the mediating effect of cognitive coping strategies and achievement emotions on the relationship between mental toughness and academic lifestyle behaviors among male and female gifted students. In this correlational study, 288 gifted students (141 male and 147 female) responded to the Cognitive Emotion Regulation Questionnaire-Revised (Garenofski & Kraaij, 2006), the Health-oriented Academic life-style Questionnaire (Salehzadeh, Shokri & Fathabadi, 2017a), the Achievement Emotions Questionnaire-Revised (Abdollahpour, 2015) and Mental Toughness Questionnaire-Revised (Wagnall, Donovan, Papa Georgiou, Clough, Parker & Drinkwater, 2019). Structural equation modeling was used to assess the proposed gifted students. Results indicated that for gifted students, the partially mediated model of adaptive and nonadaptive cognitive coping strategies and positive and negative achievement emotions on the relationship between mental toughness academic lifestyle behaviors had good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 66% and 61% of the variance in inhibitory and facilitator behaviors, respectively. Therefore, the most important idea derived from the findings of the present study is how educational professionals interested in the field of gifted psychology studies can pursue concerns related to the motivational profile analysis of gifted learners by emphasizing the information power of the emerging positive psychology movement.
ali khodaei; hossein zare
Abstract
This study examined the mediating effect of cognitive emotion regulation strategies on the relationship between perceived academic stress and achievement emotions. In a sample consisting of 330 university students, the Perceived Academic Stress Questionnaire (PASQ, Zajacova, Lynch & Espenshade, 2005), ...
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This study examined the mediating effect of cognitive emotion regulation strategies on the relationship between perceived academic stress and achievement emotions. In a sample consisting of 330 university students, the Perceived Academic Stress Questionnaire (PASQ, Zajacova, Lynch & Espenshade, 2005), the Cognitive Emotion Regulation Questionnaire (CERQ, Garnefski, Kraaij & Spinhoven, 2001), and Achievement Emotion Questionniare-Revised (AEQ-R, Abdollahpour, 1394) were administered. Structural equation modeling was used to assess the mediating effects model of cognitive emotion regulation strategies on the relationship between perceived academic stress and achievement emotions. Results showed that the partially mediated model of cognitive emotion regulation strategies on the relationship between perceived academic stress and achievement emotions had good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 25% and 21% of the variance in positive and negative achievement emotions, respectively. In sum, the findings show that a part of available variance between conceptual cycles of perceived academic stress and positive and negative achievement emotions can be accounted for by cognitive emotion regulation strategies.
Zahra gashtasebi; Omid Shokri; Jalil fathabadi; Masoud Sharifi
Volume 4, Issue 16 , May 2017, , Pages 23-38
Abstract
The purpose of this study was to examine the effectiveness of attributional retraining program on students’ positive and negative achievement emotions and academic engagement. In this pretest-posttest nonequivalent-group design with follow up stage, 41 undergraduate students at Shahid Beheshti ...
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The purpose of this study was to examine the effectiveness of attributional retraining program on students’ positive and negative achievement emotions and academic engagement. In this pretest-posttest nonequivalent-group design with follow up stage, 41 undergraduate students at Shahid Beheshti University in experimental and control groups responded to the Academic Emotion Questionnaire-Revised (AEQ-R, Abdollahpour, 1394) and the Academic Engagement Inventory (AEI, Salmela-Aro & Upadaya, 2012). The experimental group received seven resilience training sessions (Two hours a session). The results of multivariate covariance analysis indicated that attributional retraining program was effective in increasing positive class-related, learning-related and test-related emotion scales and components of the academic engagement consisted on energy, dedication and absorption and in decreasing negative class-related, learning-related and test-related emotion scales in short term and long term. These findings suggest that attributional retraining program by increasing empowering interpretations, management of emotional experiences and enrichment of interpersonal relationships skills could result in mental immunization in university students when they exposure to stressful situations.
