Cognitive psychology and school learning
shokoufeh mousavi; MahmoudReza Shahsavari; najmeh haghi
Abstract
The present study aimed to investigate the intricate relationship between sensation-seeking, metacognitive beliefs, with high-risk behaviors in students, with the mediating role of coping strategies. Utilizing a descriptive-correlational approach, the study encompassed the entirety of high school students ...
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The present study aimed to investigate the intricate relationship between sensation-seeking, metacognitive beliefs, with high-risk behaviors in students, with the mediating role of coping strategies. Utilizing a descriptive-correlational approach, the study encompassed the entirety of high school students in Khansar, Iran, for the year 2021. The sample size included 254 students. The research instruments included the Coping Inventory for Stressful Situations (CISS), the Zuckerman Sensation-seeking Scale-V, the Metacognitions Stretegies Questionnaire, and the Risky Behaviors Questionnaire. Data analysis involved the use of Pearson correlation coefficients, simultaneous regression, and structural equation modeling (SEM). The findings revealed a significant correlation between sensation-seeking and metacognitive beliefs and, both variables had a positive and significant relationship with high-risk behaviors. Furthermore, a notable relationship was discerned between metacognitive beliefs and coping strategies. Both metacognitive beliefs and coping strategies had a relationship with high-risk behaviors in the students
leila zoghi; Bita Ajilchi; Samira Madandost
Abstract
The aim of the current research was the mediating role of emotion regulation in the relationship between learning styles, problem solving, thrill seeking and cultural intelligence with risk. In an applied research with descriptive-correlation method among drivers in the center of Tehran, 340 people were ...
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The aim of the current research was the mediating role of emotion regulation in the relationship between learning styles, problem solving, thrill seeking and cultural intelligence with risk. In an applied research with descriptive-correlation method among drivers in the center of Tehran, 340 people were selected by available sampling method and they answered the questionnaires of learning style of Kolb (1984), Hepner and Peterson's problem solving (1982), sensation seeking of Arentt (1994), cultural intelligence of Ang and Earley (2004), emotion regulation of Gross and John (2003), and Ulleberg & Rundmo (2001)'s perception of driving risks.
The highest frequency belonged to men, age range 40 to 50 years and higher education and less. The standard coefficients of the direct paths between learning style, problem solving, excitement seeking and cultural intelligence with emotion regulation are 0.41, 0.31, 0.45, 0.45, respectively and the standard coefficient of the direct path between emotion regulation and risk perception is 0.93 and The absolute fit index (GOF) for the research model was 0.38. Learning style, problem solving, excitement seeking, and cultural intelligence with the mediation of emotion regulation have a positive effect on the risk perception of Tehran drivers (P<0.05).Findings: The highest frequency belonged to men, age range 40 to 50 years and higher education and less. The standard coefficients of the direct paths between learning style, problem solving, excitement seeking and cultural intelligence with emotion regulation are 0.41, 0.31, 0.45, 0.45, respectively and the standard coefficient of the direct path between emotion regulation and risk perception is 0.93 and The absolute fit index (GOF) for the research model was 0.38. Conclusion: learning style, problem solving, excitement seeking, and cultural intelligence with the mediation of emotion regulation have a positive effect on the risk perception of Tehran drivers (P<0.05).
