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.
Saeideh Pirhosienloo; Valiollah Farzad; Mansooreh Shahriary Ahmadi
Abstract
This study examined the mediating effect of teacher’s emotions and cognitive coping strategies on the relationship between cognitive appraisal processes and goal orientations with male and female teachers’ job-related affective well-being. In this correlational study, 360 teachers (200 female ...
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This study examined the mediating effect of teacher’s emotions and cognitive coping strategies on the relationship between cognitive appraisal processes and goal orientations with male and female teachers’ job-related affective well-being. In this correlational study, 360 teachers (200 female and 160 male) who were selected through available sampling, responded the Teachers’ Achievement Goals in Work Questionnaire, the Stress Appraisal Measure-Revised, the Cognitive Emotion Regulation Questionnaire, Teacher Emotion Inventory and the Job-Related Affective Well-Being Scale. The results showed that for total sample and for male and female teachers, the partially mediated model of teacher’s emotions and cognitive coping strategies on the relationship between cognitive appraisal processes and goal orientations with teachers’ emotional well-being had good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 55% of the variance in teachers emotional well-being. In general, the results of the present study cosistent with the prevailing concern of educational researchers interested in analyzing the profile of teachers' emotional and motivational experiences, showed that predicting the teachers' occupational well-being through qualities such as goal orientation and cognitive appraisals is achieved in the informational context of other concepts such as emotions and cognitive coping strategies.
