School Psychology
Elnaz Abedi; Emad Yousefi; Leila Khajepour; Soheila Jokar
Abstract
The purpose of the present study was to model the structural relationships between academic adjustment and mindfulness with the mediation role of academic hope emotion and academic anxiety emotion. This research adopted a descriptive correlational design using the structural equation modelling. The statistical ...
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The purpose of the present study was to model the structural relationships between academic adjustment and mindfulness with the mediation role of academic hope emotion and academic anxiety emotion. This research adopted a descriptive correlational design using the structural equation modelling. The statistical population included all secondary school female students in Bushehr city in 2022-2023, and based on Cochran’s formula and Random clustering sampling method, 256 people were selected. In order to examine the research variables of the participants, the mindfulness scale Drotman, Galub, Ogansianrid (2018), the compatibility questionnaire High school students completed the Sinha and Singh (1993) and Pakrun, Goetz, Tietz and Perry (2002) academic excitement scale. analyses were done by the structural equation modeling method. The findings showed that the research model has a good fit with the collected data. The findings indicated that the structural relationship of between academic adjustment and mindfulness with the mediation role of academic hope emotion and academic anxiety emotion had an optimal fit. The findings showed that mindfulness was able to predict academic adjustment either indirectly through the emotion of academic hope and emotion of academic anxiety. In general, the findings of the current research show the role of emotion of academic hope and the emotion of academic anxiety in relationships between mindfulness and academic adjustment.It can be concluded that the requirement to increase the academic adjustment of students is to pay attention to their mindfulness, academic hope and academic anxiety.
mohammad mohammadrezakhani; Ali Farnam; hossein Jenaabadi
Abstract
The aim of this study was to evaluate the effectiveness of emotional and cognitive processing strategies on students' academic adjustment and academic engagement. This study was applied and in terms of research method was quasi-experimental with pre-test-post-test design and control group. The statistical ...
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The aim of this study was to evaluate the effectiveness of emotional and cognitive processing strategies on students' academic adjustment and academic engagement. This study was applied and in terms of research method was quasi-experimental with pre-test-post-test design and control group. The statistical population of this study consisted of male high school students in region 2 of Kerman. They were selected through cluster sampling method and randomly assigned to the experimental and control groups. Then the experimental group was trained and intervened for 8 sessions (90 minutes per session) and the control group did not receive any training. After the training sessions, the post-test was taken. The instruments used in this study included Sina Wesing (1993) adjustment questionnaire and Zarang academic engagement questionnaire (2012).To analyze the data, multivariate analysis of covariance (ANCOVA) and multivariate analysis of variance (MANCOVA)were performed using SPSS-22 software. The results of analysis of covariance showed that the intervention of strategies based on emotional and cognitive processing is effective in increasing academic adjustment and academic engagement of students. The results also showed that the effectiveness of emotional and cognitive processing strategies separately with academic engagement and students' academic adjustment was significantly related at the level of (p<0.05).Based on the research findings, it can be concluded that teaching intervention strategies of cognitive processing and emotional processing is effective in the process of increasing academic adjustment and students' academic engagement.
Masomeh Zangi; Masoud Sadeghi; Ezatolah Ghadam Poor
Abstract
The present study aimed to investigate the effect of emotion-focused processing strategies training on academic adjustment of female high school students in Kerman. This study was aquasi-experimental with pretest, posttest, and control group. The population of this study includes all female students ...
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The present study aimed to investigate the effect of emotion-focused processing strategies training on academic adjustment of female high school students in Kerman. This study was aquasi-experimental with pretest, posttest, and control group. The population of this study includes all female students of secondary school in Kerman, who were studying in the school year 2017. Thirty female students were selected by multi-stage cluster random sampling and divided into two experimental and control groups. Both groups answered the academic adjustment questionnaire before and after the training process. The experimental group received emotion-focused processing strategies for eight sessions of 90 minutes while the control group received no training. The results showed that emotion-focused processing strategies training had a significant effect on academic adjustment of female high school students at p<0.01 level.