Original Article (Quantified)
Sima Alizadeh
Abstract
Extended AbstractAbstractThe aim of this study was to investigate the mediating role of fear of failure and perceived stress in the relationship between shyness and social anxiety of Payame Noor University students in Marand branch. The research method is essentially descriptive-correlative. The statistical ...
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Extended AbstractAbstractThe aim of this study was to investigate the mediating role of fear of failure and perceived stress in the relationship between shyness and social anxiety of Payame Noor University students in Marand branch. The research method is essentially descriptive-correlative. The statistical population of the study consists of 6433 students of Payame Noor University, Marand Branch. The sample size of the study was 165 people by cluster random sampling. Cheek and Briggs (1990) Shyness Questionnaire, Cohen et al. (1983) Perceived Stress Questionnaire, Conroy Fear of Failure (2001) and Ilina (1996) Social Anxiety Questionnaire were used to collect data. Its authenticity was confirmed by the supervisor and academic experts and its reliability was also confirmed by Cronbach''''s alpha coefficient test. In order to analyze the data, the structural equation technique was used using Lisrel statistical software and Spss statistical software. Findings show that students with high perceived stress due to extreme self-assessment of their performance and that their main focus is on the negative aspects of events that happen to them are more likely to develop shyness. Due to high fear of not Acceptance and fear of being criticized by others, these people experience more shyness than people with low self-criticism. IntroductionExcessive fear, anxiety, and abnormal behaviors associated with these symptoms are common and main features of anxiety disorders. In the absence of danger or despite the insignificant danger, the person in these disorders feels that there is a great danger lurking, so it is strongly aroused physiologically and emotionally (Akrami, Nazhvani Shirvani, Zamani, 2020). Perceived stress is one of the major problems of human society and a great number of people are struggling with it. Stress seems to be an essential component and an inevitable result of human interaction with the environment. Stress involves the physical, mental, and emotional reactions that are experienced as a result of changes and needs in a person''''s life. Changes can be large or small. People respond differently to life changes. Positive stress can be a motivator, while negative stress can occur when these changes and needs fail. Perceived stress is a psychological state or process in which a person perceives his or her physical and psychological well-being as threatening. In other words, perceived stress is a person''''s perceived abilities and reassurance in the face of environmental demands. Stresses related to education has a greater impact on students'''' stress levels than stressors related to emotional and health relationships (Talebzadeh, Shahreiari, 2019). Social anxiety disorder is an extreme or unusual fear of situations in which a person''''s behavior or performance may be examined or evaluated by others. Social anxiety is a distressing or stressful feeling that is difficult to describe and control and that one experiences when one is in a social situation. People with social anxiety disorder have many psycho-social problems and this disorder has negative effects on their social, educational, occupational and mental performance (Haghayegh, Mosavi, 2019). Shyness is a painful feeling that is associated with many psychological problems, including aggression, depression, physical disorder, anxiety, obsessive-compulsive disorder, interpersonal sensitivity, personality disorders, drug use, post-traumatic stress disorder, and low self-esteem. Gilbert and Tanji (1998), edited by Gilbert and Miles, 2000) argue that the experience of criticism, understanding social status, and blame styles play an important role in shyness and social anxiety. They also believe that criticism and social setbacks can lead to feelings of shyness, especially if the person being criticized believes the criticism is correct and realizes that its undesirable and unattractive aspects have been observed by others (Doost Mohammadi, 2020). Higher education organizations such as Payame Noor University of, Marand Branch are one of the most important and key organizations in training knowledge-based human resources. Therefore, it is very important to pay attention to the correct category of education and keep students from the existing margins that cause damage to their educational process. Given that shyness is very common in today''''s societies, especially among adolescents and young people, so paying attention to this category and controlling it is very important. According to the contents of this study, an attempt is made to answer the question of whether fear of failure and perceived stress play a mediating role in the relationship between shyness and social anxiety of students of Payame Noor University, Marand Branch? Theoretical framework Educational technology is the analysis of learning problems and methods and the design, development, implementation, evaluation and management of educational and non-educational processes and resources to improve learning and performance in various educational centers, special training environments and job centers. Using technology for education is a way that higher education organizations such as Payame Noor University, Marand Branch is one of the most important and key organizations in training knowledge-based human resources. Therefore, it is very important to pay attention to the correct category of education and keep students from the existing margins that cause damage to their educational process. Given that shyness is very common in today''''s societies, especially among adolescents and young people, paying attention to this category and controlling it is very important. Reese''''s (2011) research showed that shyness has a mediating effect between self-criticism on variables based on social support, positive and negative life events, and satisfaction in close relationships, and in turn, provides the conditions to help contribute to the symptoms of depression.MethodologyThe present study was a descriptive correlative study. The statistical population of this study consists of 6433 students of Payame Noor University, Marand Branch. In the end, 163 responses were selected as the final sample size. The method of sampling is cluster random. To collect data related to the shyness variable, the Check and Brigger Questionnaire, Cohen et al. (1983) Questionnaire of Assessing Fear of Failure in Conroy Performance (2001) and Ilina (1996) Social Anxiety Questionnaire has been used.. Descriptive statistics (frequency, percentage, mean and standard deviation) was accomplished by SPSS 22 software, and to test the research hypotheses, first Kolmogorov-Smirnov test was used to check the normality of the research data distribution and then the structural equation technique by LISREL statistical software was used.Discussion and Results"t-value" is used to evaluate the significance of the relationship between variables. Since significance is checked at the error level of 0.05, if the amount of observed factor loads is calculated by t-value test is less than 1.96, the relationship is not significant and will be displayed in red in LISREL software. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its visible variables (questionnaire items) in all cases is greater than 0.3. Therefore, the operating structure of the questionnaire will be confirmed.The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its visible variables (questionnaire items) in all cases is greater than 0.3. Therefore, the operating structure of the questionnaire will be confirmed. After calculating the standard operating load, a significant test should be performed. Based on the results observed in Figure (2), the factor load of t-statistic of the measurement indices of each of the studied dimensions at the 5% confidence level is greater than 1.96. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its visible variables (questionnaire items) in all cases is greater than 0.3. Therefore, the operating structure of the questionnaire will be confirmed.The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its visible variables (questionnaire items) in all cases is greater than 0.3. Therefore, the operating structure of the questionnaire will be confirmed. In order to investigate the mediating effect of fear of failure and perceived stress in the hypothesis in question, the direct effect of two structures with indirect effect in the case of mediating variables should be examined so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the direct effect is 0.33. The indirect effect in the presence of the mediating variable of fear of failure is: 0.63 × 0.67 = 0.422Indirect effect in the presence of the mediating variable of perceived stress is: 0.59 × 0.64 = 0.377Due to the fact that the direct path effect is less than the indirect path, so the existence of mediating variables increases the fear of failure and perceived stress and the mediating role in the present hypothesis is confirmed.ConclusionThe research hypothesis assesses the mediating role of fear of failure and perceived stress in the relationship between shyness and social anxiety of students of Payame Noor University, Marand Branch. In the present hypothesis, the direct effect is 0.33. Due to the fact that the direct path effect is less than the indirect path, so the existence of a mediating variable increases the fear of failure and perceived stress and the mediating role in the present hypothesis is confirmed. The results of the research hypothesis test are consistent and supported by the research findings of (Doost Mohammadi, 2020., Samadi, et al. , 2018., Pirfalak, 2018., Ran & et al, 2018). The hypothesis test results explain that students with high perceived stress are more likely to develop shyness due to extreme self-assessment of their performance and that their main focus is on the negative aspects of what is happening to them. , Due to high fear of rejection and fear of being criticized by others, these people experience more shyness than people with low self-criticism. On the other hand, the fear of failure in affairs makes the person worry about losing the reputation of his friends, and this in turn will cause him to withdraw from the group of friends. Finally, given that reducing social anxiety can increase a person''''s ability to communicate well with others and reduce anxiety in social situations, social inhibitions, or interpersonal behaviors due to concerns about interpersonal evaluation; it can play a role in reducing shyness and its components.
Original Article (Quantified)
Zohra Athari; Tahmasb Kavousi
Abstract
Extended AbstractAbstractThe aim of this study was to determine the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan. The research method is essentially descriptive-correlative. ...
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Extended AbstractAbstractThe aim of this study was to determine the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan. The research method is essentially descriptive-correlative. The statistical population of the study consists of 1531 female students of the second grade of elementary school in Kashan. The sample size was obtained by cluster random sampling of 200 people. For data collection, Walland (1982) Academic Motivation Questionnaire, Waz & Isaacson (2008) Academic Identity Questionnaire and Keys and Magyarmo (2003) Emotional Well-Being Questionnaire were used, whose authenticity was confirmed by supervisors and academic experts, and their reliability was also confirmed by Cronbach's alpha coefficient test. To data analysis, the structural equation technique was used by means of Lisrel statistical software and Spss statistical software. Findings showed that academic identity is related to academic motivation and dimensions of students' emotional well-being. Academic motivation is related to students' emotional well-being. The results showed that academic motivation has a mediating role in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan.IntroductionMotivation is a the main variable effective on the educational process, learning efficiency and student performance. Research psychologists have concluded that a set of internal and external factors, variables or structures motivating the Students are involved in his learning and active participation in the learning process. From instinct, drive, need and enthusiasm to interest, curiosity, attribution style, ability, expectation, striving for parental progress and pressure, peer pressure; all in a complex interaction, can influence a student's motivation system and shape his or her teaching, learning, and developmental behavior (Shafiee, Karami, 2020). If there is an academic identity in a person, there is a sense of movement and success in various aspects of education (Tran & et al, 2017). With this feeling, the existing obstacles to success are removed one after another (Gazidari, Lavasani, Ejei, 2016). Academic identity is a reflection of the types of competencies, autonomy, purposefulness, efficiency beliefs, and experiences of common emotions that adolescents and young adults experience in the classroom with their peers and teachers, and the performance quality in the academic arena is its characteristics. (Samimi, Dahani, Shaban, 2017). Welfare has been proposed as one of the important indicators of quality of life. Emotional well-being is a broad category of phenomena including the emotional responses of individuals, the realm of satisfaction, and general evaluations of life. This structure is often considered to have a multidimensional structure including cognitive, social and emotional dimensions. Psychologists consider emotion regulation to be a basic skill for adolescents and believe its dependence on growth; meaning that a person should acquire this skill during development, however reasons such as lack of a rich environment and inappropriate learning patterns can make it difficult to manage their emotions. Based on this, and considering that students spend a lot of time in school, it can be said that emotion regulation is among the skills the school context can strengthen or weaken. (Nikkhah, Yousefi, 2021).Emotional well-being, life satisfaction, optimism and hope, self-confidence, dominance and sense of control, having a purpose in life, a sense of belonging and personal support are the most important aspects of it (Abbasi & Shehni Yailagh 2017). Motivation is the most important condition for learning. Interest in learning is a product of factors related to the student's personality and ability, task characteristics, incentives, and environmental factors (Wright & et al, 2019). Due to the importance of motivation in students 'academic and social life and the need for a comprehensive and complete study of this structure according to its various aspects and the importance of academic motivation and academic identity in students' emotional well-being, it is important to conduct such research to solve Students' learning difficulties and academic achievement. According to the contents of this article, an attempt is made to answer the question whether academic motivation has a mediating role in the relationship between academic identity and the dimensions of emotional well-being in female students in the second year of primary school in Kashan.Theoretical frameworkThe educational institution in each country has components and subdivisions and the education department is one of the most important subdivisions of the educational system. Planners and researchers have faced a variety of problems since training programs were formally implemented in training centers. Since the effective factors on learning are exhaustive, identifying of these factors is important in the education system to eliminate the existing problems and deficiencies (Oz, 2016). One of the goals and tasks of the education system is to create the conditions for the comprehensive development of the individual and to train healthy, efficient and responsible people to play a role in individual and social life. Since students, as one of the basic pillars of the country's educational system, have a special role and position in achieving the goals of the educational system, paying more attention to this segment of society in terms of education leads to fertility and prosperity of the educational system as much as possible. In educational structures, academic motivation is the criterion for measuring the achievement of educational goals (Poorkarimi, Mobayen Rahni, 2018).MethodologyThe present study is a methodological description of correlation. The statistical population of this study consisted of 1531 female students of the second elementary school in Kashan. Nine classrooms were selected with a total of 200 students. The method was cluster random sampling. For data collection, Walrand (1982) Academic Motivation Questionnaire, Waz and Isaacson (2008) Academic Identity Questionnaire and Keyes and Magyarmo (2003) Questionnaire were used. In order to analyze the data collected from the test of research hypotheses, first the Kolmogorov-Smirnov test was used to check the normality of data distribution and structural equations to examine the relationship between independent and mediating variables with dependent variables using statistic software LISREL8.Discussion and ResultsThe final structural equation model has been used to assess the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan. Since the root mean square of the model is approximately 0.031, the model has a good fit.Research Hypothesis: Academic motivation has a mediating role in the relationship between academic identity and dimensions of emotional well-being in female students in the second grade of elementary school in Kashan. In order to investigate the mediating effect of academic motivation in the hypothesis under discussion, the direct effect of the two structures with the indirect effect in the case of involving mediating variables should be examined so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the effect is equal to 0.41. Indirect effect in the presence of mediating variable of academic motivation is: 0.69 × 0.75 = 0.517. Due to the lower effect of direct path compared with that of indirect paths, the presence of mediating variable of academic motivation increases the effect, and the role of the mediator in the present hypothesis is confirmed.ConclusionThe aim of this study was to assess the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second grade of elementary school in Kashan. The results of this study showed that the mediating role of academic motivation in the relationship between academic identity and the dimensions of emotional well-being is 0.41. Due to the smaller effect of direct path compared with that of indirect paths, therefore, the existence of mediator variable of academic motivation increases the amount of influence, and the mediating role in the present hypothesis is confirmed. The result is that students who put studying at the top of their agenda are better able to succeed in life because they consider planning as a tool to achieve their goals. Such students consider themselves much stronger and more capable than others, and on the other hand, they are full of energy. The results of this hypothesis are in line with the findings of Samari et al. (2021). In their research, they concluded that achievement motivation plays a mediating role between the variables of basic psychological needs and academic achievement. These basic needs are derived from students' identities and their perceived emotional well-being. On the other hand, such people are able to accurately identify the annoying problems which effects them. In such situations, they appreciate the deserved people and consider their relationship style with the outside environment as friendly and warm. Overall, such people feel good about what they have done and are satisfied with the way they have done their job. These results are also in line with the findings of Mahna et al. (2020). In a study, they concluded that there is a positive and significant relationship between academic identity and goal orientation with metacognitive strategies of students' self-regulated learning. Finally, students feel that they have an effective role to play and that they are able to make decisions. They increase the amount of effort they put into studying because it is in such circumstances that they enjoy the progress of their lessons. On the other hand, because of the joy they get when they discover new things they have not seen before, they are constantly doing their homework. These results are also consistent with the findings of Nikkhah et al. (2021). They found in a study that emotional well-being can have a negative effect on academic failure and a positive and significant effect on students' academic performance and academic motivation.
Original Article (Quantified)
Zahra Pourrshidi
Abstract
Extended AbstractAbstractThe aim of this study was to assess the impact of human resource development activities on staff innovation with the mediating role of knowledge management and organizational learning among the staff of Shahid Bahonarkerman University. The research method is essentially descriptive-correlative ...
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Extended AbstractAbstractThe aim of this study was to assess the impact of human resource development activities on staff innovation with the mediating role of knowledge management and organizational learning among the staff of Shahid Bahonarkerman University. The research method is essentially descriptive-correlative and applied in terms of purpose. The statistical population of the study consisted of 50 heads, deputies, administrative managers and 352 employees of Shahid Bahonar Kerman. Data sampling for heads, deputies, and administrative managers was statistical, and for staff was random- hierarchical. The sample size was 184 people based on Krejcie and Mogan table. Data were collected using Dixon (2000) Knowledge Management Questionnaire, Bosley & Will (2002) Human Resource Management Questionnaire, Moghimi and Ramadan (2012) Organizational Innovation Questionnaire and Nifeh (2001) Organizational Learning Questionnaire. Data authenticity was validated by supervisors and academic experts, and their reliability was confirmed by Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used by means of Lisrel statistical software and Spss statistical software. The results showed that human resource development activities have a positive and significant effect on knowledge management. Human resource development activities have a positive and significant effect on organizational learning of employees. Organizational learning of employees has a positive and significant effect on their innovation. Knowledge management has a positive and significant effect on employee innovation. Human resource development activities have a positive and significant effect on employee innovation. Finally, knowledge management and organizational learning have a mediating role in the impact of human resource development activities on employee innovation.IntroductionIn the present age, known as the age of information and knowledge, the main competitive advantage of organizations lies in their knowledge capital, and knowledge is a source of power for employees, vital for organizations to compete in dynamic environments, and strategic weapons and driving force for comprehensive and sustainable development of the country. Knowledge management in the organization depends on the attitudes of the people who created this culture (Araei, Mohammadi Mehr, 2021). In order for organizations to be able to survive in the new paradigm of competition, they must look at innovation as an essential strategy in the current era and, while recognizing environmental changes and developments to be dealt with, identify the organizational indicators affecting organizational innovation. and respond appropriately to these changes (Eyni, 2020). The existing literature on innovation management shows that organizations need to be innovative while using their internal and external knowledge resources. In recent years, with the emergence of the knowledge-based economy, innovation has played a more vital role in the evolution of economic and social structures; that is, organizations with the innovation capacity will be able to respond to environmental challenges faster and better than non-innovative organizations, which in turn increases organizational performance (Singh, Gupta, Busso, Cambodia, 2019). In organizations where change and progress are the main pillars of the organization, innovation and knowledge management are important factors to achieve its goals. Accordingly, to increase the organization's ability to respond to environmental changes, while maintaining system efficiency, organizations need continuous learning (Hashemi, Khadivar, Shami Zanjani, 2018). Today, more than ever, organizations need staff and managers who have the power and innovative ideas to be able to bring the goals and strategies of the organization home (Ebili, 2015). Innovation is an important and vital factor for organizations in order to create sustainable value and competitive advantage. Innovation, on the other hand, is a management system that emphasizes the mission of the organization, seeks exceptional opportunities, and determines whether the move is the strategic direction of the organization, determines the criteria for success, and also seeks opportunities. (Rahmanzadeh, 2016). Knowledge has become the most important alternative to financial and physical capital in today's global economy. However, unfortunately, most organizations in different countries of the world are using traditional methods of financial accounting that were created centuries ago for an organizational environment based on manual operations and tangible assets. While the organizational environment is based on perception, it needs an approach that includes new intangible organizational assets such as knowledge and competencies of human resources, innovation, customer relations, organizational culture, systems, organizational structure, etc. (Heydari, Mohammadjani, 2016). This study tries to answer the question whether human resource development activities have a significant impact on staff innovation with the mediating role of knowledge management and organizational learning in Shahid Bahonarkerman University.Theoretical frameworkToday, the advanced universities of the world are looking to change the educational system and teach knowledge exchange skills to the next generation of students and change the research process, and considering the practical nature of development, they are looking for new ideas. What drives the innovation process in organizations is learning. Reviewing the past literature, knowledge management has a positive effect on organizational learning which, in its turn, has a positive effect on organizational innovation. As a result, both knowledge management and organizational learning can promote innovation separately and effectively (Lo, Nag, Xu, Agung, 2020).MethodologyThe present study is a causal study in terms of method and nature of this research and is applied based on the purpose. The statistical population of this research consists of two parts: the first part consists of 50 heads, deputies and administrative managers of Shahid Bahonarkerman University and the second part consists of 352 employees of Shahid Bahonarkerman University. The method of sampling and determining the statistical sample size is divided into two parts. The census method was used to determine the sample size of the first part of the statistical population (heads, deputies and administrative managers) and in the other part of the statistical population (staff), according to Krejcie and Morgan table, by stratified random sampling method was obtained (184 persons). Knowledge Management Questionnaire (Dikson, 2000), Human Resource Management Questionnaire (Boosli, Will, 2002), Organizational Innovation Questionnaire (Moghimi, Ramezan, 2012), Organizational Learning Questionnaire (2001Nifeh,) are formulated. Formal and content validity is used to determine the validity of research tools. In order to analyze the data collected from the test of research hypotheses, first the Kolmogorov-Smirnov test was used to check the normality of data distribution and structural equations in order to examine the relationship between independent and mediating variables with dependent variables using statistic software LISREL8.Discussion and ResultsIn this section, the method of distribution of the research variables based on the most important central indicators (mean), dispersion indices (variance and standard deviation) are examined. The average of all components is higher than the number 3, and since in the range of selected 5-options, the average above 3 indicates that the status of that variable agrees in the above statistical population, so this factor indicates that the respondents agree with this component.The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. Knowledge management and organizational learning play a mediating role in the impact of human resource development activities on the innovation of the staff of Shahid Bahonarkerman University. In order to investigate the mediating effect of knowledge management and organizational learning in the hypothesis under discussion, the direct effect of two structures with indirect effect in the involvement of mediating variables should be considered so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the direct effect is equal to 0.51. The indirect effect in the presence of a knowledge management mediating variable is:0/69 × 0/78 = 0/538The indirect effect in the presence of organizational learning mediating variables is:0/71 × 0/81 = 0/575Since the effect of direct path is less than that of indirect path, therefore, the existence of mediating variables of knowledge management and organizational learning increases the effect and the mediating role in the present hypothesis is confirmed.ConclusionResearch findings related to the test of research hypothesis indicate that knowledge management and organizational learning have a mediating role in the impact of human resource development activities on the innovation of Shahid Bahonarkerman University staff. In the present hypothesis, the direct effect is equal to 0.51. Since the effect of direct path is less than that of indirect path, therefore, the existence of mediating variables of knowledge management and organizational learning increases the effect, and the mediating role in the present hypothesis is confirmed. The result is explained by the fact that employees gain experience from their work feedback and usually receive feedback on the occurrence of organizational events. They draw on the results of past events to accomplish their tasks. It can be explained by the research findings (2018 Asadi,) that organizational learning has a mediating role between knowledge management and organizational innovation, and thus, the role of knowledge management as an input is important, and organizational learning plays a key process role, and finally, organizational innovation is an important output in these organizations. The knowledge and skills of the employees are continuously improved and improved. Equal opportunity in training is given to all employees, and the principle of justice is observed in the payroll system. On the other hand, the necessary mechanisms are used to improve communication, perceptual and teamwork skills, and managers of the organization ask members to participate in decision-making. This makes an open and easy communication between managers and members. The results of the hypothesis test are consistent and supported by the research findings of (Araei& Mohammadi mehr, 2021; Nouroozali, 2021; Ghanari, 2019; Tiyan, 2018; Froudi, 2018). Finally, it is suggested that the recruitment and provision strategies (test, interview, selection, etc.) to be legal. The criteria for selecting human resources for entering the organization should be clear and also the knowledge and experience of employees should be used in similar projects.
Original Article (Quantified)
Khadijah Hussein
Abstract
Extended AbstractAbstractThe aim of this study was to investigate the mediating role of mental health in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. The research method was descriptive-correlative. The statistical population of this study ...
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Extended AbstractAbstractThe aim of this study was to investigate the mediating role of mental health in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. The research method was descriptive-correlative. The statistical population of this study included 958 Gachsaran pre-university students. The sample size was determined based on Cochran's formula of 274 people who were selected based on simple random sampling method. Data collection tools included Walland Academic Motivation Questionnaire (1992), Siberia Schering Emotional Intelligence Questionnaire (1996) and Goldberg Mental Health Questionnaire (1979). Data analysis by means of structural equation modeling method showed that the model has a good fit; As a result, mental health has a mediating role in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. Findings of this study emphasize the importance of strengthening emotional intelligence in order to strengthen mental health and achieve academic achievement of learners.IntroductionSuccess and academic achievement in any society indicates the success of the educational system in the field of goal setting and attention to meeting individual needs; Therefore, the educational system can be considered efficient and successful if the academic achievement of its students in different courses has the greatest and highest figures (Talebi Khansari, 2020). In general, motivation for academic achievement as a motivation for progress is an internal force that leads the learner to comprehensively evaluate his performance according to the highest standards, strive for success in performance and enjoy the pleasure that accompanies success in performance (Seif, 2019). Academic motivation is one of the requirements of learning and is a factor that helps the learner to maintain its continuity (Kordloo & Behrangi, 2020). One of the effective factors in academic achievement is emotional intelligence (Hossein Mardi & Hossein Mardi, 2015) and emotional intelligence can be considered as a significant predictor of academic achievement (Fernandez, et al., 2012; MacCann, et. al., 2020; Goh & Kim, 2021). According to Gelman (1995) Emotional intelligence includes a set of emotions, social knowledge and abilities that directs and strengthens the overall strength of the individual in a way that can respond appropriately to environmental factors and pressures (Mohammadi ahmad abadi & Fallahzadeh, 2021).Self-awareness means being aware of one's mental state and also thinking about it. Conscious people know their values and goals. A sense of self-motivation Extinguishes failures, and anxieties that may discourage one from going on; which means that the helplessness and avoidable failures that each goal brings can be used to progress. Self-control or self-management also indicates a person's ability of adaptability, takeing initiative, desire for success, work conscience, inner confidence, flexibility and a comprehensive attitude to everyone's opinion and harmony with feelings of them. Gelman believes that the social awareness of others will be important in moral decisions and judgments, and that lack of empathy is a fundamental deficiency in emotional intelligence. Considering that there is little research on the role of the relationship between variables present in students; the researcher decided to investigate the relationship between emotional intelligence and academic motivation with the mediating role of mental health of Gachsaran pre-university students. On the other hand, today, in spite of profound cultural changes and changes in lifestyles, many adolescents lack the necessary and basic abilities in dealing with life issues, and this harms them in the face of problems and issues of daily life and its requirements. Usually these students are treated unkindly, unloved and punished by others and have low mental health. Therefore, in this research, while examining the relationship between emotional intelligence and students' academic achievement motivation, an attempt is made to answer the question of whether mental health has a positive role in this relationship.Theoretical frameworkRelationship management, also called social skills, is the ability to listen to the emotions and feelings of others, the skill of listening to the feelings of others when people have emotions and feelings and need to be listened (Amiri, 2019). Numerous studies have shown a significant relationship between emotional intelligence and academic achievement (Mohammadi Molod & Zavvar, 2020). Loghmanpour Zarrini et al. (2020) in a study on students of Mazandaran Technical and Vocational University showed that strengthening emotional intelligence in students increases their motivation for academic achievement (LoghmanpourZarini, et al., 2020). Pekran et al. (2011) in a study examined the relationship between emotional intelligence and motivation for academic achievement in students, according to which, the students who had higher emotional intelligence, rarely had low grades and allowed absences, which indicates a high level of academic motivation among them (Pekrun, et al., 2011). The importance of emotional intelligence is such that it is considered one of the necessary skills to manage daily stress, which improves mental health (Rosenstein & Stark, 2015). Research on the relationship between mental health and academic motivation has shown that mental health is effective on motivation for academic achievement (Mirkamali, et al., 2015). A study by Azimpour et al. (2020) on 167 first-year university students showed that academic performance was positively related to psychological well-being and negatively related to depression and social anxiety (Azimpour, et al., 2020). Pali & Azani study (2020) on elementary school students showed that there is a relationship between happiness and academic motivation (Pali & Ezani, 2020).MethodologyThis research is descriptive, because it has described the conditions and variables under consideration. Also it is correlative, because the present study has investigated and determined the relationship between the variables of mental health, emotional intelligence and academic motivation. The statistical population of this study included 958 Gachsaran pre-university students. The sample size was determined based on Cochran's formula of 274 people who were selected based on simple random sampling method. Data collection tool was three standard questionnaires. In this study, Walland Academic Motivation Questionnaire, Siberia Schering Emotional Intelligence Questionnaire (1996) and Goldberg Mental Health Questionnaire were used to collect information. In order to analyze the collected data, the structural equation modeling method was used by LISREL statistical software.Discussion and ResultsThe final structural equation model has been used to assess the mediating role of mental health in the relationship between emotional intelligence and Gachsaran pre-university academic motivation. Since the root mean index of the mean squared is approximately 0.039, the model has a good fit. In order to investigate the mediating effect of mental health in the hypothesis under discussion, the direct effect of the two structures with the indirect effect in the case of involving the mediating variable should be considered so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the effect is equal to 0.49. The indirect effect in the presence of a mediating variable is 0.567. Due to the fact that the effect of direct path is less than the effect of indirect path, the existence of mediator variable increases the effect, and the role of mediator in the present hypothesis is confirmed.ConclusionThe aim of this study was to investigate the mediating role of mental health in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. Findings of this study showed that the direct effect of emotional intelligence on academic motivation is 0.49 and significant. This finding was consistent with the study of Loghmanpour Zarini.et al. (2020) and Pekrun et al. (2011) which showed that there is a correlation between emotional intelligence and motivation for academic achievement. This finding was also in line with the study of Mohammadi Molod and Zavvar (2020) that there is a relationship between emotional intelligence and academic achievement. In explaining this finding, it can be noted that emotional intelligence can be a good ground for creating a favorable environment for effective learning and communication, through which people can freely express their needs and expectations for support from others. Basically, emotional intelligence is manifested in communication. Emotional abilities play an important role in identifying appropriate emotional responses when confronted with everyday academic events, and create a positive attitude about academic events and issues. Findings of this study also showed that the effect of mental health on academic motivation is -0.86 and significant. It also showed that the effect of emotional intelligence on mental health is -0.66. This finding was in line with the study of Sungur and Kahraman (2011), Gross (2015), Gross and Jazaieri (2014) and Hides et al. (2019) who emphasized the role of emotion and its regulation in the development of mental disorders. In explaining this finding, it is worth mentioning that people who perform well in regulating their emotions have more social support and a sense of satisfaction, and this support can play an important protective role against depression, anxiety and other psychological problems. Students with higher emotional intelligence have a more positive outlook on life, are more optimistic than others, are more satisfied, and score lower on the symptoms of mental disorders. In a general conclusion, the present study showed that the indirect effect of emotional intelligence on academic motivation in the presence of the mediating variable of mental health is 0.576 and due to the lower effect of the direct path than the indirect path, the mediating variable increases the effect, and the mediating role in the present hypothesis is confirmed. As a result, mental health has a mediating role in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. The results of the present study emphasize the importance of creating and increasing students' academic motivation and the educational system can use the existing potentials and flourish the dimensions of emotional intelligence and mental health of students to help them improve their academic status and academic performance.
Original Article (Quantified)
management
Mitra Nouraldi
Abstract
Extended AbstractAbstractThe aim of this study was to determine the relationship between personality traits and social support, life satisfaction and academic performance of students of Payame Noor University of Yazd. The research method was descriptive-correlative. The statistical population of the ...
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Extended AbstractAbstractThe aim of this study was to determine the relationship between personality traits and social support, life satisfaction and academic performance of students of Payame Noor University of Yazd. The research method was descriptive-correlative. The statistical population of the study included 477 psychology students of Payame Noor University of Yazd in the academic year 2020-2021. The sample size of the study was 213 based on Krejcie and Morgan table which were selected by means of simple random sampling method. Data collection tools were Costa and McCray (1992) Personality Traits Questionnaire, Sherburn & Stewart (1991) Social Support Questionnaire, Diner Life Satisfaction Questionnaire (1985) and Pham and Taylor (1999) Academic Performance Questionnaire. In order to analyze the collected data, Pearson correlation coefficient test and multivariate regression test were used. Findings of this study showed that there is a significant relationship between the variable components of personality traits with social support, life satisfaction and academic performance (P <0.01). It seems that planning to educate children in the early years of education can be useful in order to create and strengthen personality tendencies and academic and psychological outcomes in later years of life.IntroductionRecognizing the personality traits of individuals and using appropriate educational models in order to promote educational goals in the educational program of students is of great importance. Personality means a specific pattern of reactions, cognitions, motivations and feelings that is relatively stable over time and is useful for distinguishing people from each other. Thus, the term personality includes all the characteristics necessary to describe recurring internal states and relatively stable patterns of interpersonal differences in feeling, thinking, trying, and acting and reacting (Sharifi, et al., 2021). In the model of the Big Five Personality Factors, they introduced five strong factors including extroversion-introversion, neuroticism, agreeableness, conscientiousness, and longing for new experiences (Tavakoli & Mansour Lakoorej, 2020). According to psychologists, personality creates boundaries for academic performance that may be adapted to environmental conditions and demands. The most important criterion for measuring learners in the educational process is academic performance and application of what has been learned (Amiri, 2021). Academic performance means the ability to prove success in achieving the outcome for which it is designed and planned (Lester, et al., 2013). Self-efficacy means feeling confident in one's ability to meet the requirements of education and educational activities. Emotional effects are related to a person's reaction to a set of emotions such as anxiety and worry. Planning means the ability to organize lesson activities in a specific and feasible manner and the proper use of time to accomplished educational assignments. Lack of control over outcome means the belief that increasing one's activities does not lead to the desired result. Motivation also refers to the empowerment of behavior for further study and academic motivation to obtain a higher score and obtain a job or to improve skills and general knowledge (Mohamadikarkani, et al., 2019). This study tries to answer the question whether there is a significant relationship between personality traits with social support, life satisfaction and academic performance of students of Payame Noor University of Yazd?Theoretical frameworkStudies have shown that there is a relationship between personality traits and academic performance. In a study over the students, Atash Afrooz and Araban showed that personality traits of openness and conscientiousness enhance academic performance by encouraging students to adopt an in-depth study approach. Compatibility personality traits also improve academic performance in students by adopting a strategic study approach (Atashafrouz & Araban, 2017). Ghasemi in a study on female high school students showed that there is a positive relationship between personality traits and academic performance (Ghasemi, 2016). Another factor related to personality traits is social support. Social support refers to tangible informational, emotional, and instrumental responses that one receives from others (Mahdian & Ghaffari, 2016). Azizi & Shahbazian's study of migraine patients showed that the relationships between all five personality dimensions with irrational beliefs and perceptions of social support were significant (Azizi & shahbaziyan Khonig, 2018). life satisfaction is a factor that can be related to people's personality traits. According to Diner, life satisfaction is the positive perception and pleasant feeling of a person according to his values, needs and desires towards different realms or qualities of life (Diener, et al., 2003). The idea that life satisfaction is hidden in potential growth, self-realization and satisfaction of needs is rooted in the theory of humanism and positive psychology (Kvintova & Sigmund, 2016). People with higher life satisfaction use more effective and appropriate coping styles, experience deeper emotions, have better general health, and have fewer personality problems (Haroonrashidi & Sharifinia, 2021). Life satisfaction has a significant effect on all aspects of personality, the quality of action and reaction toward the life events (Ilanloo, et al., 2020).MethodologyThe present study was descriptive correlative. This research was also applied in terms of purpose. The statistical population of the study included 15,000 students of Payame Noor University of Yazd in the academic year 2020-2021. Due to the large size of the statistical population, the researcher limited his statistical population to 477 psychology students. The sample size was 213 based on Krejcie and Morgan table. Costa and McCray personality traits questionnaire, Sherborne and Stewart social support questionnaire, Diner life satisfaction questionnaire and Pham and Taylor academic performance questionnaire were used to collect information. In order to analyze the collected data, Pearson correlation coefficient test and multivariate (focal) regression test were used by SPSS statistical software.Discussion and ResultsThe highest mean of variable components of personality traits is related to extraversion-introversion component with an average of 35.74 with standard deviation of 8.73, the lowest mean of variable of personality traits is drelated to neurotic component with average of 26.67 with standard deviation of 8.98, the mean of social support variable is 70.99 with a standard deviation of 11.18, the average variable of life satisfaction is 15.97 with a standard deviation of 5.83, the average variable of academic performance is 71.10 with a standard deviation of 11.21.The significance level of Kolmogorov-Smirnov test for all studied variables is more than 0.05. Therefore, the test result is not significant for any of the variables and as a result, the distribution of all variables is normal, so parametric tests can be used to test the research hypotheses. Multivariate (focal) regression statistical test has been used to test the research hypothesis. The value of Wilkes's lambda statistic is 0.831, which is significant at the level of α = 0.01. Therefore, it can be said that there is a significant relationship between the components of personality traits as "predictor variables" with social support, life satisfaction and academic performance as "criterion variable" with a probability of 0.99. The root correlation value of the first root is 0.590, the percentage of common variance between the two combinations of predictor and property variables is 59%. Therefore, it can be said with 99% probability that 59% of variable components of personality traits based on the variables of social support, life satisfaction, and academic performance is predictable. The first focal correlation is significant and in the first focal correlation, respectively, the variables of racism (-0.799), extroversion-introversion (0.724), longing for new experiences (0.716), agreeableness (0.719) Conscientiousness (0.727) show predictability and the greatest effect of these variables on the criterion variables (neuroticism, conscientiousness, extraversion-introversion, agreeableness, eagerness to new experiences) are predictable, respectively. In the first focal correlation, the neuroticism variable was 79.9%, the conscientiousness variable was 72.7%, the extroversion-introversion variable was 72.4%, the agreeableness variable was 71.9%, and the desire for new experiences variable was 71.6%. Predictable components of social support are life satisfaction and academic performance, and in general it can be said that the predictive power of variable components of personality traits (neuroticism, conscientiousness, extraversion-introversion, agreeableness, eagerness to experience Fresh) for social support, life satisfaction and academic performance is (73.70) percent.ConclusionThe aim of this study was to determine the relationship between personality traits with social support, life satisfaction and academic performance of students of Payame Noor University of Yazd. Findings of this study showed that there is a relationship between the variable components of personality traits with social support, life satisfaction and academic performance. Regarding the relationship between personality traits and academic performance, the present finding was consistent with the study of Atashafrouz and Araban (2017), Ghasemi (2016), Moradi (2015) and Tamannaeifar and Mansourinik (2014). Explaining this finding, it can be said that neuroticism is a negative predictor of academic performance, this aspect of personality trait includes sensitivity of having unreal thoughts, weak control over desires, tendency to experience psychological disturbance in the form of agitation, anger, dejection, shame, hate, and a range of negative emotions; Regarding the relationship between personality traits and life satisfaction, the present finding is consistent with the study of Diner et al. (2003), Blunti et al. (2004), Joshanloo and Afshari (2011), Volodina et al. (2019) and Dehghani (2018).. In explaining this finding, it can be said that the extrovert has a strong predetermined goal and desire. These positive traits in extroverted personalities help to solve problems in the educational environment through planning and perseverance and increase life satisfaction. Regarding the relationship between personality traits and social support, the present finding is consistent with the study of Baranzuk (2019), Kokraviz et al. (2008) and Azizi and Shahbazian Khooniq (2018). In explaining this finding, it can be said that people with a high degree of extraversion have a greater desire and interest in their work and try to show their creativity.
Original Article (Quantified)
sara hoseini; Mohammad Mirzaei Khalis
Abstract
Extended AbstractAbstractThe aim of this study was to determine the mediating role of social goals in the relationship between psychological vulnerability and responsibility of female high school students in Sangar. The research method is essentially descriptive-correlative. The statistical population ...
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Extended AbstractAbstractThe aim of this study was to determine the mediating role of social goals in the relationship between psychological vulnerability and responsibility of female high school students in Sangar. The research method is essentially descriptive-correlative. The statistical population of the study consists of 730 female junior high school students. The sample size was obtained by cluster random sampling of 252 people. Gaff Student Responsibility Questionnaire (1957), Social Goals, Elliott McGregor (2001) and Carpentry and David Mental Vulnerability Questionnaire (2001) were used to collect data. The data authenticity was approved by professors of academic expertise and their reliability was also confirmed by Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used by means of Lisrel statistical software and Spss statistical software. Findings showed that there is a positive and significant relationship between students' psychological vulnerability with social goals and their responsibility. There is a positive and significant relationship between students' social goals and their responsibility. The results showed that social goals play a mediating role in the relationship between psychological vulnerability and students' responsibility.IntroductionResponsibility is a conscious, non-coercive choice in determining one's own behavior and how to treat others in social relationships (Escartí, Wright, Pascual, & Gutiérrez, 2015). The results of numerous studies show that responsible behavior in interpersonal relationships will lead to flexibility, social adjustment and ultimately success in life. Irresponsible behavior also leads to selfish behavior and disorder in social relationships. Therefore, having people with a high spirit of responsibility is one of the great social assets. But unfortunately, today we see people escaping responsibility and we see environments that reinforce the grounds for irresponsibility in people. Statistical evidence suggests that today moral weakness is recognized as the most important economic, social and cultural problem and adolescents have a low spirit of responsibility in the field of individual and social (Ahmadizamani, goodarzi, dialameh, 2020). Psychological vulnerability refers to the susceptibility and readiness of individuals to suffer from mental disorders such as anxiety and depression. Mental damage or disorder is a syndrome or behavioral or psychological pattern clinically significant and is found in a person, and is associated with current distress or a significant increase in the risk of death, pain, or handicapping (Springer, 2018). Students are the greatest human assets of any society because by applying the science and knowledge and skills learned, they can take firm steps towards the excellence and development of society, so one of the important goals of the educational system is responsible students education (Gil, 2017). The ultimate goal of school education in schools should be to gradually separate students from dependence on the teacher and to teach them to do whatever necessary to guide and direct their behavior. Hence, one of the most comprehensive goals of education in any society should be to teach students to take responsibility for their actions (Cheng, 2017). This study tries to answer the question whether there is a significant relationship between psychological vulnerability and responsibility of female high school students with the mediating role of social goals.Theoretical frameworkResponsability is related to a concept called the locus of control. The locus of control refers to a person's perception of what is causing his behavior. Students with a high locus of internal control and self-control believe in themselves and their ability to cope with events. In particular, they believe that it is their actions that cause events to occur, not accidental events or people in power; therefore, they are more motivated and usually feel a sense of responsibility hidden in themselves. (Shim, 2018). Shim et al. (2017) conducted a study entitled "Investigating the relationship between social goals and psychological regulation through emotion regulation mediation in students." The results showed that emotion regulation has a mediating role in the relationship between social goals and psychological regulation, and the overall effects of social approach goals were weak; but social goals has had a direct effect on students' psychological regulation by reducing emotional regulation. Also, avoidance goals have a significant effect on psychological regulation by reducing the mediation of emotion regulation (Shim, 2017).MethodologyThe present study is methodologically a descriptive correlation. The statistical population of this study consisted of 730 female high school students in Sangar. Due to the large size of the statistical population, three schools were randomly selected; one class from each school, which includes the seventh, eighth and ninth grade. A total of 9 classrooms were selected with a student population of 252. The sampling method was cluster random. Goff standard questionnaire (1957) for students' responsibility variable, and Elliott and McGregor questionnaire (2001) for social goals variable were used to collect data. Najjarian and Davoodi questionnaire (2001) was used for the psychological vulnerability variable. The test of research hypotheses was used to analyze the collected data, and the structural equation method was used by means of LISREL8 statistical software to investigate the relationship between independent and mediating variables with the dependent variable.Discussion and ResultsStructural equation software has been used to assess the mediating role of social goals in the relationship between psychological vulnerability and responsibility of female high school students. Since the root mean index of the mean squared is approximately 0.037, the model has a good fit. Other goodness-of-fit indicators have also been accepted in the range.According to the results of testing the first hypothesis, it was found that the strength of the relationship between psychological vulnerability and social goals is equal to (-0.60), which shows that the correlation is desirable. The t-test of the test was obtained (-7.67) which is smaller than the critical value of t at the 5% error level (-1.96) and shows that the observed correlation is significant. Therefore, it can be said that there is a negative and significant relationship between students' psychological vulnerability and their social goals.Based on the results of the second hypothesis of the research, it was found that the strength of the relationship between social goals and responsibility is equal to (0.76), which shows that the correlation is desirable. The t-test of the test (8.72) was obtained which is greater than the critical value of t at the level of 5% error (1.96) and shows that the observed correlation is significant. Therefore, it can be said that there is a positive and significant relationship between students' social goals and their responsibility.The third hypothesis examined the relationship between students' psychological vulnerability and their responsibility. Based on the results of examining the third hypothesis of the study, it was found that the strength of the relationship between mental vulnerability and responsibility is equal to (-0.42), which shows that the correlation is favorable. The t-test of the test (-5.40) was obtained which is smaller than the critical value of t at the 5% error level (-1.96) and shows that the observed correlation is significant. Therefore, it can be said that there is a negative and significant relationship between students' psychological vulnerability and their responsibility.ConclusionThe aim of this study was to assess the mediating role of social goals in the relationship between psychological vulnerability and responsibility of female high school students in Sangar. According to the results of the first hypothesis test, it can be said that there is a negative and significant relationship between students' psychological vulnerability and their social goals. The result is that studying is a priority for everyone and it is very difficult for the students to drop out of the school. They never forget school after graduation, and help their friends at the earliest opportunity if they need help.. The test results of the main hypothesis are consistent with and supported by research findings (moazenzadeh, 2017; Mohamadi, 2015; Machadoo & et al, 2017).Based on the results of examining the second hypothesis of the research, it can be said that there is a positive and significant relationship between students' social goals and their responsibility. Therefore, it is concluded that there is a positive and significant relationship between students' social goals and their responsibility. The result is explained that when students simply make friends with others in the school and classroom environment and communicate more easily with others, they are better able to feel relaxed at the classroom and follow the teacher's instructions. They listen well to their friends when they talk about their problems. The first sub-hypothesis is consistent with and supported by research findings (Kholghifar, 2014; Ajilchi, 2014; Ghazanfar, 2016).Based on the results of the third hypothesis of the research, it can be said that there is a negative and significant relationship between students' psychological vulnerability and their responsibility. The result is explained by the fact that students are far from believing that their lives are often controlled by random events. At the same time, they do not accept the view that when they reach their goal, it is usually because of their own good-luck, and they attribute the results of their performance to their own efforts. The results of the second sub-hypothesis test are consistent with and supported by research findings (Torabi Zonouz, Mahmoud Alilou, Pak, 2020; Hamideh Moghadam, Sharifipour Chokami, Abolghasemi, 2021; Darzi Azadboni, fakhri, mirzaeian, 2019).The main hypothesis of the study was to examine the mediating role of social goals in the relationship between psychological vulnerability and student responsibility. The result is explained in such a way that students' sense of responsibility arises when they are given responsibility. If you want the students and future builders of the country to be responsible, they should not be afraid to make mistakes. Students can be better responsible people if they have information in dealing with life issues and learn from their mistakes. The key to success in creating a sense of responsibility in a person is resolution and commitment. At the same time, they should be reminded that in any case they must accept the consequences of his mistakes. Test results of the main hypothesis with research findings (Torabi Zonouz, Mahmoud Alilou, Pak, 2020; Hamideh Moghadam, Sharifipour Chokami, Abolghasemi, 2021; Darzi Azadboni, fakhri, mirzaeian, 2019) is compliant and supported.
Original Article (Quantified)
Leila Talebi Khansari
Abstract
Extended AbstractAbstractThe aim of this study was to present a structural model of analyzing the relationship between family communication patterns and achievement motivation with emphasis on the mediating role of academic adjustment of Qazvin junior high school girls. The research method is essentially ...
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Extended AbstractAbstractThe aim of this study was to present a structural model of analyzing the relationship between family communication patterns and achievement motivation with emphasis on the mediating role of academic adjustment of Qazvin junior high school girls. The research method is essentially descriptive-correlative. The statistical population of the study consists of 2613 students of Qazvin high school girls. The sample size was obtained by cluster random sampling of 270 people. Data were collected using the Ritchie and Fitzpatrick (1990) Communication Patterns Questionnaire, Hermans' Progress Motivation Questionnaire (1970), and Sinha and Singh (1993) Academic Adjustment Questionnaire, which was validated by academic experts and its reliability also confirmed by Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used by means of Lisrel statistical software and Spss statistical software. Findings showed that family communication patterns had a direct and indirect relationship with students' achievement motivation and academic adjustment played a mediating role in this relationship.IntroductionThe success and efficiency of educational systems depends on the academic achievement of students in the courses (Talebi Khansari, 2020). The progress and decline of students' academic courses is a touchstone for the efficiency of the educational system and the discovery and study of effective variables on these variables lead to a better understanding and prediction of effective factors in school. Therefore, the study of variables related to academic achievement in different courses is one of the main topics of research in the education system (Aboutalebi, 2021). Academic success and achievement in any society indicates the success of the educational system in the field of targeting and paying attention to meeting individual needs; therefore, the educational system can be defined Effective and successful when the academic achievement of its students in different courses comes up to the highest figure (Mirarab, Azizi Shomami, & Grayli, 2019). Academic achievement and success are related to factors such as motivation and cognitive processing (Tavakoli, Hasanzadeh, & Emadian, 2020). Progress motivation reflects the tendencies to effort for achieve success and the positive effects associate with that, and avoidance of failure and its negative effects (Arakeri, Sunagar, 2017). People who are motivated to progress succeed in tasks that have a higher degree of difficulty, and work hard to achieve success (Narasimhan, 2018). Lack of motivation to do a task can make it difficult to achieve results (Shekhar, Kumar, 2016). Communication skills seem to be one of the factors influencing students' academic achievement motivation; as Harrison et al. (2007) believe, a good and successful teacher-student relationship improve and increase academic adjustment. Each student in the process of their social development, to progress and flourish their talents and desired adaptability with the environment and those around them requires the acquisition of communication skills that begin in the process of socialization with the family and are shaped by the growth and age of individuals in the school and community (Petrovici, Dobrescu, 2014). Interpersonal communication occurs when people interact with each other. Every relationship is an exchange in which at least two people must participate, and during the interaction of people with each other, a social lifestyle is formed (Dehestsni, Ebrahimi, Aboohashemi Moghaddam, 2020). Another important dimension in academic achievement is academic adaptation (Sharifi rigi, 2018). Academic adaptation refers to the ability of learners to adapt to the conditions and requirements of education and the plans set by the school and the university as a social institution (Tamanei far, Moradi, 2015). Admission to university and transfer from high school to university is a big and major change in the lives of many young people. Going to university is an opportunity to learn more about mental development (Faridland., Ridd., Shapak., Keribi, 2007). But at the same time, it is a source of stress for some people and causes inconsistent reactions in them. Therefore, considering the above and considering the role of academic adjustment and the type of relationship between students and family in motivation for academic achievement and success in future life, the present study seeks to answer the question that what the appropriate structural model in relation to family communication patterns and achievement motivation by emphasizing the mediating role of academic adjustment of high school girls is.Theoretical frameworkHarrison et al. (2007) believe that a good and successful relationship between teacher and student improves and increases academic adjustment. Each student in the process of social development, in order to develop and flourish their talents and adapt to the environment and entourage, need to acquire communication skills that in the process of socialization, begins with the family. Shudrichi (1991) named the following items; conceptual orientation because of the importance of expressing ideas, dialogue orientation and social orientation because of following others to conformity orientation.Aboutalebi (2021) in an article examined the effect of academic enthusiasm and academic seriousness on the academic achievement of female elementary school students in the 7th district of Karaj and came to the conclusion that academic seriousness leads to academic self-fulfillment (Aboutalebi, 2021).. Kordloo and Behrangi (2020) in a study entitled "The size of the effect of the intellectual scaffolding of education management In the application of new educational technologies on academic motivation and achievement in science course in fifth grade elementary school female students" conducted on 297 fifth grade female elementary school students in districts 1 and 2 of Tehran, showed that the teaching model of education management based on rational scaffolding is effective in increasing motivation and academic achievement of science courses (Kordloo, Behrangi, 2020). Talebi Khansari (2020) in a study examined the relationship between classroom management practices and communication skills with the academic achievement motivation of elementary school students in Chabaksar and concluded that teachers can use effective classroom management styles and communication skills to increase students' motivation for academic achievement and prevent burnout and academic failure (Talebi Khansari, 2020).MethodologyThe present study is a methodological description of correlation. The statistical population of this study consisted of 2613 students of girls' secondary schools in Qazvin. Due to the large size of the statistical population, three schools were randomly selected and one class was selected from each school, which includes the seventh, eighth and ninth grade. A total of 9 classrooms were selected with a student population of 270. The sampling method was cluster random. Ritchie and Fitzpatrick (1990) communication patterns questionnaire was used for collecting data related to students' communication patterns variable, Sinha and Singh (1993) academic adjustment questionnaire for academic adjustment variable, Hermans Progress Motivation questionnaire (1970) for progress motivation variable.Discussion and ResultsTo model the final structural equations, the mediating role of academic adjustment in the relationship between family communication patterns and achievement motivation in students has been used. In order to investigate the mediating effect of academic adjustment in the hypothesis under discussion, the direct effect of the two structures with the indirect effect in the case of involving the mediating variable should be considered so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the effect is equal to 0.59. Provided that there is a mediating variable, the indirect effect is:0/79 × 0/88 = 0/695Due to the fact that the effect of direct path is less than that of indirect path, so the existence of mediator variable increases the effect and the role of mediator in the present hypothesis is confirmed.ConclusionThe main hypothesis assesses the mediating role of academic adjustment in the relationship between family communication patterns and achievement motivation in students. In the present hypothesis, the direct effect is equal to 0.59. Due to the fact that the direct path effect is less than the indirect paths, therefore, the existence of an educationally consistent mediating variable increases the effect and the mediating role in the present hypothesis is confirmed. This result is consistent with the research findings (Aboutalebi, 2021; Kordloo, Behrangi, 2020; Talebi, 2020; Bahadori Khosroshahi, Haibi Kelibar, 2017; Gaston, 2016; Westerman, 2019). Explaining this result, it can be said that no institution in human life is as effective in the development of human personality and identity as the family. This institution plays an important role in the health, growth and development of family members. The family can create an environment for its members in which they can grow up and shape specific behavioral patterns and attitudes, and it can also provide an opportunity for people who interact with each other to become cognizant. Studies show that family communication problems are a major source of interpersonal issues. Significant cultural-socio-economic developments have led to less communication between children and their parents in recent years in comparison with two decades ago. Lack of verbal and non-verbal communication between parents and children can be a serious obstacle and an important deterrent to the normal development of children's psychological behaviors. Adaptability is one of the most important psychological phenomena that plays a decisive role in individual and social life.