sara fasihanifard; bahram jowkar; farhad khormaei; Masuod Hossein chari
Abstract
The present study examined the antecedents of academic adjustment as a causal model. In this model, feelings of shame and guilt were as exogenous variables, self-handicapping as mediating variable, and academic adjustment as endogenous variable. The participants of this study were 421 (141 males and ...
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The present study examined the antecedents of academic adjustment as a causal model. In this model, feelings of shame and guilt were as exogenous variables, self-handicapping as mediating variable, and academic adjustment as endogenous variable. The participants of this study were 421 (141 males and 280 females) undergraduate students of Shiraz University who were selected by multistage cluster sampling and completed the Shame and Guilt Inventory Questionnaire (Cohen et al. , 2011) , the Self-Disability Scale (Jones & Rhodewalt, 1982) and the Academic Adaptation Scale (Baker & Siryk, 1989). Structural equation analysis was performed by using Amos software to study the research model. The model was analyzed at two measurement and structural levels. The level of measurement findings indicated that the factor structure of guilt feeling in Iranian culture was different from that of instrument makers. The findings of structural relationships showed that feelings of guilt predicted academic adjustment positively both directly and through external self-handicapping. Concerning the feeling of shame, the results indicated that this emotion predicted internal self-handicapping negatively. In general, the findings of the study, on the one hand, showed the differences in emotion prediction profile with regard to self-handicapping and academic adjustment, and on the other hand, the differences between mediation of the two types of internal and external self-handicapping strategies in predicting academic adjustment.
Marziyeh Nasiri; Farzaneh Micaeli Manee; Ali Issazadegan
Volume 5, Issue 1 , September 2017, , Pages 9-22
Abstract
The aim of this study was to investigate the structural relationship between perceived difficulty, social comparison and academic self-concept with academic adjustment of BA students urmia. The type of descriptive design was correlational (causal modeling) is used. The target population includes all ...
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The aim of this study was to investigate the structural relationship between perceived difficulty, social comparison and academic self-concept with academic adjustment of BA students urmia. The type of descriptive design was correlational (causal modeling) is used. The target population includes all the BA Students of Urmia studying during 2016-2017 academic year (N=7411). cluster random sampling method was used. 194 girls and 166 boys were studied (n=360). Wilson’s Perceived difficulty scale, Gibbon’s and Buunk social comparison scale, Delawar’s academic self-concept scale and academic adjustment by Baker and Siryk was used for data collection. Data were analyzed by using structural equation modeling. Results suggest that structural model of students’ academic adjustment is a valid model in the population studied and that data is well-fitted to the theoretical model. Path coefficients display that all the paths are significant except the path of social comparison on academic adjustment. Hence, mentioned factors can properly explain students’ academic adjustment.
