Esmaeil Kazempour; omolbanin Ramaji; Zahra Salimzadeh Kakarodi
Abstract
Abstract
The present study was conducted with the aim of the relationship between study approaches and academic identity with the self-concept in second year high school students in Kalachai city. The research method was descriptive, and a correlative type. The statistical population of the research ...
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Abstract
The present study was conducted with the aim of the relationship between study approaches and academic identity with the self-concept in second year high school students in Kalachai city. The research method was descriptive, and a correlative type. The statistical population of the research included 981 secondary school students of Kalachai city, of which 274 were selected as a statistical sample by cluster random method. Library and field methods were used to collect data. The data collection tools were the standard questionnaires of Tate et al.'s study approaches (1998), Rogers' self-concept (1938), and Vaz and Isaacson's academic identity (2008). The validity of the questionnaires was investigated based on the experts' ideas, according to the viewpoint of some of the statistical population and structure, and confirmed by confirmatory factor analysis method. The reliability of the questionnaires was estimated by Cronbach's alpha coefficient method for study approaches 0.88, self-concept 0.80 and academic identity 0.78 respectively. Analysis and Data analysis was done at two levels of descriptive statistics and inferential statistics. Thus, in order to test the research hypotheses, first of all, the Kolmogorov Smirnov test to check the normality of the data distribution and the structural equation technique to check the effect of independent variables on the dependent variable using Lisrel statistical software was used. The results showed that there is a positive and significant relationship between study approaches and students' self-concept with an impact factor of 0.67 and between academic identity and students' self-concept with an impact factor of 0.73.
Extended Abstract
Introduction
Today, new approaches have been created in determining educational goals and the education process, which move the goal of education from reading and writing to more important goals such as creative thinking, problem solving, lifelong learning, information literacy, and familiarity with information and communication technology. In this regard, paying attention to the way of receiving and processing information requires deep thinking of the processes, study approaches and fields of receiving and processing information, which ultimately manifests in the form of learning, educational progress (Soleymani et al, 2019). One of the basic topics about people's lives is their self-concept. The main axis of self-concept is a person's name, his feelings towards his body, the idea of the whole body, gender and age. The central core of self-concept includes other characteristics that are more indirect, such as socio-economic class, religion, individual advancements or any other factor that separates him from others (Clayton et al, 2021). The image that a person has of himself is vital for him. This self-concept is learnable and everything a person knows about himself originates from his past experiences, among which social experiences are more important. This self-concept changes due to the person's relationship with the environment. Environmental failures cause negative self-concept and positive environmental facilities cause positive self-concept in a person (Shirani Bidabadi, 2016).
Another presupposition that can affect students' self-concept is their academic identity. Findlow (2012) considers academic identity to be the most important factor in academic performance and motivation to progress. Academic identity can be considered one of the effective individual factors in the future of academic procrastination (Schnitzler et al, 2021). Academic identity is the process of each person's conscious response to their academic situation, whether they should study or not.
The main question of the research is whether there is a significant relationship between the study approaches and academic identity with the self-concept of second year high school students in Kalachai city?
Theoretical foundations
Based on their understanding of the concept of learning, people choose different strategies to study and learn course materials. The studies that are conducted on how students deal with course materials have their roots in the studies of Martin (1988) and Saljo (1978). They called the way students deal with course materials "study approaches" (Traner et al, 2021).
Self-concept is a cognitive framework through which we organize what we know about ourselves. Adolescence begins with the starting of sexual maturity and ends with his permanent commitment to an adult role. Therefore, adolescence should be both a determinant of social psychology and a determinant of well-being (Faraji & et al, 2021).
Academic identity is a reflection of all kinds of competences, autonomy, purposefulness, efficiency beliefs, and the experience of common emotions that teenagers have in classrooms with their peers and teachers, and its characteristic is how to act in academic fields. Negative academic identity is associated with poor achievement, misbehavior and class dropouts, withdrawal, and disrespectful relationships with the teacher (Abbasi & Shehni Yailagh, 2017).
Richter et al, (2022) investigated the multiple relationships between self-concept and students' learning strategies in their research. The target sample was 395 students of public schools in Nigeria who were analyzed by means of the cluster sampling method and analytical-applied research method. The results showed that there is a significant relationship between the personality and academic self-concept of the students and their adopted learning strategies.
Thaba & Baharuddin (2022) also investigated the effect of parents' attention, self-concept and independent learning strategies on the learning progress of secondary school students in Yemen, and 211 people were selected as a statistical sample using a relative cluster random sampling method. The results of the research showed that parents' attention to the way students study and their interest in guiding them along with correct learning strategies can have a significant impact on students' academic progress.
Research Methodology
The current research is applicable in terms of purpose, and descriptive in terms of data analysis of correlation type (structural equation modeling). The statistical population of the present research was made up of 981 students of the second year secondary school in Kalachai city. 274 people were selected as a statistical sample by cluster random sampling. In order to collect data related to the variable of study approaches, the questionnaire of Tate et al. (1998), and the questionnaire of Carl Rogers from 1938 to 1957for the variable of self-concept, and the questionnaire of Vaz and Isaacson (2008) for the variable of academic identity were used.
Research Findings
In order to investigate the hypothesis of the research, the modeling of structural equations, the method of structural equation modeling with the help of spss software was used to test the hypotheses from inferential statistics. Then, the 8th edition of Lisrel statistical software was used to measure the effects of independent and mediating variables with the dependent variable; and the results related to the first hypothesis showed that the strength of the relationship between study approaches and self-concept was calculated to be equal to (0.67), which shows that the correlation is favorable. The significance statistic of the test has also been obtained (7.65), which is more than the critical value of t at the 5% error level, i.e. (1.96) and shows that the observed correlation is significant. Therefore, it can be said that the study approaches have a positive and meaningful relationship with self-concept. The results related to the second hypothesis showed that the strength of the relationship between academic identity and self-concept was calculated equal to (0.73), which shows that the correlation is favorable. The significance statistic of the test was also obtained (8.71), which is more than the critical value of t at the 5% error level, i.e. (1.96) and shows that the observed correlation is significant.
Conclusion and Discussion
The present study was conducted with the aim of the relationship between study approaches and academic identity with the self-concept of second year high school students. The results of this research are consistent with the results of Richter et al, (2022), Thaba & Baharuddin (2022), Moosavi Bideleh (2021), Jung (2021), and Rezakhani, Khodadadian Someeh (2019); School teachers should try to guide the students from one learning activity to the next and also continuously monitor the students' work during the learning activity (Sayadi & et al, 2015). This makes students motivated and they will do their homework more willingly. On the other hand, when the students themselves determine the daily activities of the class and have continuous practice with them in learning the classroom lessons, it is possible to motivate the students better. (Purohit et al., 2022). In such a situation, when the students know themselves in their academic tasks with sufficient and autonomous knowledge, they understand themselves better and engage themselves with the goals and assignments, and as a result, they succeed in education. In addition, in this case, they get the necessary satisfaction about their learning. In fact, when students consider themselves efficient and put their homework under their control, their internal motivation for academic homework increases.
According to the results of the present research, it is suggested that the school administrators and teachers determine the students' study approach with appropriate evaluation, in order to incline the students to a deep approach and improve them, with appropriate educational interventions and correct planning, such as holding workshops for students. On the other hand, useful steps can be taken by activating the student counseling center and carrying out comprehensive planning in order to provide academic counseling services and to implement regular and continuous academic counseling programs in order to improve students' study approaches.
omolbanin Ramaji; iraj shakerinia
Abstract
Extended AbstractAbstractThe aim of the present study was to compare emotional disclosure, tolerance of turmoil and lifestyle among students of gifted and normal boys' schools in Tonekabon city. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical ...
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Extended AbstractAbstractThe aim of the present study was to compare emotional disclosure, tolerance of turmoil and lifestyle among students of gifted and normal boys' schools in Tonekabon city. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 525 students of seventh, eighth and ninth grades of high-intelligence and normal boys' schools in Tonekabon city. A total of 120 people (60 ordinary school students and 60 gifted school students) were selected as the sample size by simple random sampling. To collect data, standard questionnaires of emotional self-disclosure of Snell (2001), emotional distress tolerance of Simmons and Chahar (2005), and lifestyle of Lali et al. (2012) were used, whose validity was confirmed by academic experts, and their reliability was also confirmed by Cronbach's alpha coefficient test. In order to analyze the data, one-way and multivariate analysis of variance test was used by Spss software version 22. Findings showed that the level of significance for the variables of emotional disclosure, disturbance tolerance and lifestyle is less than 0.05. Therefore, there is a significant difference between the scores of the two groups of gifted and normal students. The results show that there is a significant difference between emotional disclosure, tolerance of turmoil, and lifestyle of gifted and normal boys' school students in Tonekabon.IntroductionGifted and talented children are those who, in the opinion of competent and skilled people, are capable of excellent performance because of their outstanding talents. These children need different educational services and programs beyond what is usually provided through the normal school curriculum to realize their responsibility to themselves and society (Yaghoobi et al, 2019). Marland (1976) identifies gifted students as those who are considered to be competent because of their outstanding abilities. These students need special educational programs and services (which are not provided in regular schools). These students have significant progress or potential in (one or more contexts) general academic aptitude, special academic aptitude, creative thinking, leadership ability, visual and performing arts, and psychomotor ability (Ngieng et al, 2022). Education and life are two sides of the same coin, and an important factor that helps teachers create the conditions for an effective life is to pay attention to the lifestyle of the students. Accordingly, adapting or differentiating teaching methods with learners' lifestyles is of particular importance; because not every teaching necessarily leads to the right lifestyle. Therefore, it is necessary to identify the facilitators and inhibitors of life (Nizamutdinova et al, 2019). Another variable that is addressed in the present study is the confusion tolerance of students. Turbulence tolerance refers to the ability to experience and tolerate negative psychological situations. Disorder may be the product of physical and cognitive processes, but its representation is an emotional state that is often characterized by a desire to act to escape the emotional experience (Simons & Gaher, 2005; Li et al, 2021). One of the strategies to reduce interpersonal problems in children and students is emotional disclosure. According to Kennedy et al. (1999), emotion expression has four main functions: regulating arousal, self-perception, improving coping skills, and improving interpersonal relationships. In the process of emotional disclosure, the individual expresses his or her deepest emotional experiences verbally or in writing to himself or herself or others (Adineh & Hasani, 2016). According to the above, the main issue of the research is whether there is a significant difference between emotional disclosure, tolerance of turmoil, and lifestyle of gifted and normal boys' school students in Tonekabon city.Theoretical frameworkHealth requires the promotion of a healthy lifestyle. The lifestyle is importance mostly because it is effective on lifestyle and disease prevention. Lifestyle correction is essential to maintain and promote health. Promoting health and ensuring the health of individuals in society is one of the important pillars of community development (Araghian et al, 2020).Turbulence tolerance is conceptualized as a sub-emotional concept and is considered as an attribute rather than an emotional state. Turbulence tolerance is how people respond to negative emotions, which includes additional information beyond the individual's awareness of the amount of negative emotions experienced (Andrés et al, 2021).During emotional revelation, people are confronted with the deepest thoughts and feelings that come from their past. Emotional disclosure is a relatively new method that has been welcomed by researchers in recent decades. Emotional disclosure in writing form in various sources is referred to as the writing paradigm.Namvar (2020) in a study examined the role of lifestyle and mental disorder in functional disability. He stated that the factors of responsibility for health, stress management, interpersonal support and mental disorder have a significant relationship with functional disability. In other words, a person who received a high score on the lifestyle scale has a lower score on the subscales of functional disability than other people.Talebi et al (2020) also analyzed the effects of psychological well-being on disturbance tolerance in the study. The study population was the mothers of students with mental retardation in District 15 of Tehran. Their results showed that psychological well-being training increases disturbance tolerance and reduces mental confusion and depression.MethodologyThe research method is descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 725 students of 7th, 8th and 9th grade of high-intelligence and normal schools boys in Tonekabon city. A total of 120 people (60 ordinary school students and 60 gifted school students) were selected as the sample size by simple random sampling. data related to research variables was collected through the emotional self-disclosure questionnaire by Snell (2001) including 40 questions and 8 components (depression, happiness, jealousy, anxiety, anger, calmness, composure and fear), and emotional distress tolerance questionnaire (DTS) By Simonzo Gaher (2005) including 15 items and 4 components (tolerance, absorption, evaluation and adjustment), and Lifestyle Questionnaire (LSQ) (2012) which includes 66 questions based on a 5-point Likert scale (strongly agree to strongly disagree).Discussion and ResultsIn order to test the research hypothesis and analyze the data, Spss software version 22 was used, and the results showed that there was a significant difference between the scores of the two groups in the variables of emotional disclosure, distress tolerance and lifestyle. The acquired significance level for research variables in gifted and normal students is less than 0.05. Therefore, it can be said that there is a significant difference between the variables of emotional disclosure, anxiety tolerance and lifestyle in gifted and normal students and the research hypotheses are confirmed.ConclusionThe aim of this study was to compare the exposure of emotional disclosure, disturbance tolerance and, lifestyle among students of gifted and normal boys' schools in Tonekabon city. The results of this study are consistent with the results of the findings of Kaiser & et al, (2012); Li & et al, (2021); Kalhori, (2021); and Talebi & etal, (2020). The goal of emotional disclosure is to help students evaluate and process their emotional experience and create new meaning in their lives. There is evidence shows that students can significantly experience deep arousal-emotional experience in this way, which is associated with positive outcomes in the treatment of students' problems (Ebadi et al, 2021). Emotional self-disclosure of Identifying conflicting emotions, placing people in an empty-seat conversation position, calming down, breaking down feelings of inadequacy, describing the tone, and extent of distress, and teaching the transition process in emotion-focused therapy also help individuals perform better on lifestyle-related topics (Lumley et al, 2018). The main problem of emotion disclosure is that emotion is an essential part of an individual's structure and a key factor for self-organization. In this regard, the most basic level of emotion function is an adaptive form of information processing and readiness that directs one's behavior and contributes to his psychological well-being (Vera, 2021). Gifted people are outstanding in general intelligence, i.e. their performance in all matters is higher than the average of their peers, but talented people are not superior in all matters to their peers; they are extremely prominent in one or more special areas. They have more adaptability, and in the face of adversity, they have greater self-confidence and emotional stability, and another characteristic of them is their desire for independence (Safaei & Sedaghat, 2020).According to the present study, it is suggested that educational authorities hold workshops to provide the necessary training to reduce emotional self-disclosure. On the other hand, those involved in the educational system should pay special attention to the improvement and teaching of students' academic and life styles, because with the growth and improvement of positive psychological characteristics, their academic performance increases. On one hand, providing psychological interventions to promote tolerance, optimism and hope will prevent students' confusion. On the other hand, the healthier the students 'lifestyle, the better will be their academic achievement. Therefore, it is suggested that the education departments make plans to improve the students' lifestyle and monitor these goals annually. One of the limitations of the present study is the implementation of research in a sample of students, which reduces the generalization of results to other groups. Based on this, it is suggested that future researchers conduct the present study in other age groups and compare the results with each other.
