فهرست مطالب فرزانه داودوندی

This study examined the mediating role of positive and negative achievement emotions in the relationship between cognitive appraisals and academic engagement among girl students. A sample of 200 students completed the Achievement Emotion Questionnaire-Revised (AEQ-R; Pekrun, Goetz & Perry, 2005), the Stress Appraisal Measure-Revised (SAM-R; Rowley, Roesch, Jurica & Vaughn, 2005) and the Schoolwork Engagement Inventory (SEI; Salmela-Aro & Upadaya, 2012). Structural equation modeling was used to assess the structural relations among achievement emotions, cognitive appraisals, and academic engagement. The results indicated that 1) the adaptive cognitive appraisals related positively and significantly to positive achievement emotions, 2) the adaptive cognitive appraisals related negatively and significantly to negative achievement emotions, 3) the nonadaptive cognitive appraisals related negatively and significantly to positive achievement emotions , 4) the nonadaptive cognitive appraisals related positively and significantly to negative achievement emotions and, 5) the positive achievement emotions related positively and significantly to academic engagement and finally 6) the negative achievement emotions related negatively and significantly to academic engagement. The results also indicated that the positive and negative achievement emotions fully mediated the relation between the adaptive and non-adaptive cognitive appraisals and academic engagement and this model had a good fitness. All of the regression weights in the both models were significant and the mediating models of positive and negative achievement emotions, accounted for 49% and 26% of the variances in academic engagement, respectively. The findings provided further support for the control-value theory of achievement emotions among Iranian students.

The present research aims to investigate the psychological scale of religious cope among Iranian students (male and female). 355 university students (155 males and 200 females) were asked to fill out a Persian version of RCOPE. The statistical procedure of hierarchical factor analysis was used to determine the factorial validity of RCOPE. The internal consistency of RCOPE was examined by Cronbach Alpha coefficients. An analysis of the main components through Oblimin rotation show that RCOPE consists of two strategies towards positive and negative religious cope. The results of factor analysis of positive strategies towards religious cope have yielded seven factors, including religious purification and seeking divine intercession, spiritual aid, active religious submission, fair religious reassessment, spiritual ties and religious orientation, referring to religious authorities or those sharing the same belief and determining the scope of religious activities. The results of factor analysis of the strategies towards negative religious cope indicate five factors, including reassessment based on the idea of God as a punisher, Satan-based reassessment, spiritual dissatisfaction, passive religious submission and inter-individual religious dissatisfaction acquired by experience.