جستجوی مقالات مرتبط با کلیدواژه « اضطراب تحصیلی » در نشریات گروه « روانشناسی »

Academic anxiety in adolescents has been the subject of numerous research studies, and the effectiveness of various interventions and treatments has been examined so far. However, there has been no study to date that has specifically investigated the comparative effectiveness of enhancing executive functions and providing emotion regulation skills training in reducing academic anxiety among adolescent girls.

The aim of the current research is to compare the effectiveness of training in enhancing executive functions and providing emotion regulation skills in reducing academic anxiety among adolescents seeking counseling at the Bonyad Shahid and Isar'at Foundation in Shahr-e Babol.

The research employed a quasi-experimental design of pre-test and post-test with a non-equivalent control group. The statistical population for this study consisted of all 15 to 16-year-old female adolescents seeking counseling at the Bonyad Shahid and Isar'at Foundation in Shahr-e Babol during the academic year 2022-2023. A total of 45 individuals were selected based on availability and entry criteria, with 15 randomly assigned to the experimental group receiving executive functions enhancement training, 15 to the experimental group receiving emotion regulation skills training, and 15 to the control group. Data were collected using the Academic Anxiety Questionnaire (Albert & Haher, 1960). The executive functions enhancement training, adapted from Barkley (1997), comprised 10 sessions lasting 60 minutes each, while the emotion regulation skills training, based on Gross (2007), consisted of 10 sessions lasting 90 minutes each.

The results indicated that both executive functions enhancement training and emotion regulation skills training had a significant impact on academic anxiety. However, executive functions enhancement training was found to be more effective in reducing academic anxiety compared to emotion regulation skills training (p< 0.05).

The study concludes that executive functions enhancement training, implemented through consistent and targeted exercises over time, can assist adolescents in strengthening their academic anxiety coping skills, thereby enhancing their academic success and daily life functioning.

One of the most common problems that coaches and teachers face in schools and educational environments in relation to students is the issue of adaptation and how to adapt students. Middle school period is the transition period to university level and adaptation in this period plays an essential role in the activities and academic progress of students. Therefore, the main goal of the current research was to increase the level of academic adaptation and academic hope and reduce students' academic anxiety by using mindfulness training.

The current research was a semi-experimental design with a pre-test-post-test and a control group. The statistical population of this research included all female students of Bushehr city in the academic year of 2022-2023. In order to select the sample in the first stage, after obtaining the necessary permission from Bushehr Education and choosing a high school, with the available sampling method, 50 students were selected from among the applicants to participate in the training sessions, and from this number, according to the criteria entering and exiting the research as well as other reasons (such as the opinion of administrators, teachers, and counselors regarding the student's academic incompatibility and emphasis on the presence of these students in the meetings, non-cooperation of the participants) out of this number, 40 people remained who were randomly divided into two groups experimental and control groups were placed. The experimental and control groups responded to the research tool questionnaires in three stages: pre-test, post-test and follow-up. The experimental group received 8 45-minute sessions of training. Follow-up answered Sinha and Singh's AISS (1993) academic adjustment questionnaire and Pekrun et al.'s AEQ (2002) academic emotions questionnaire

The results of multivariate covariance analysis showed that mindfulness training has a significant effect on increasing academic adaptation and educational hope and reducing students' academic anxiety.

It is concluded that having mindfulness in educational situations causes positive changes in education and educational environments at an optimal level. In relation to these results, it can be said that the training program has been effective because in this program, the participants' awareness and attention without judgment were improved and they faced challenges with self-acceptance and reduced reactivity. By considering this model, school counselors can affect the academic adaptation and educational hope and reduce the academic anxiety of students.

Academic procrastination as an educational problem affects all aspects of the educational system. students with procrastination experience problems in other psychoanalytical aspects. Although the literature of the current research has addressed academic procrastination, influential variables such as academic anxiety and social responsibility have been neglected.

The aim of this study was to evaluate the structural equation model of explaining academic procrastination based on the perception of the learning environment and social responsibility with the mediating role of academic anxiety.

The method of the present research was applied in terms of purpose and in terms of method, structural equation modeling (path analysis). The statistical population of the research included all the students of Babol Noshirvani University of Technology in the academic year of 2021-2022, Among them, 350 people were selected by random cluster sampling, and they completed the questionnaires of academic procrastination (Solomon & Rothblum, 1984), academic achievement anxiety (Alpert & Haber, 1960), perception of the learning environment (Roff et al., 2001) and responsibility (Kordlow, 2014). Data analysis was done using Pearson correlation methods, structural equation modeling and with the help of SPSS-19 and AMOS-20 software.

The results showed that the variables of perception of the learning environment (-0.35 and -0.21), and responsibility (0.22 and -0.13) had direct and significant effects on academic procrastination and academic anxiety, respectively (P<0.05). Also, academic anxiety (0.27) had a direct and significant effect on academic procrastination (P<0.01). The results also showed that the two variables of perception of the learning environment (-0.13) and responsibility (-0.12) had an indirect and significant effect on academic procrastination.

Based on the results of this study, all three variables of academic anxiety, perception of learning environment, and responsibility had significant direct and indirect effects on academic procrastination. This model showed that it can be a suitable model for reducing academic procrastination and academic anxiety and strengthening the learning environment and responsibility of students. Also, conductiing the more studies with larger sample size could be helpful.

Reducing academic anxiety and promoting students' connection with school are considered to be effective factors in the productivity of the educational environment; therefore, the present study was conducted with the aim of determining the effectiveness of self-efficacy training in academic anxiety and students' school connection.

The current research method was a semi-experimental pre-test-post-test type with a control group. The research population included all the sixth grade elementary school girls of one Bandar Abbas district in the academic year of 2021-2022. 30 qualified people were selected using the available sampling method and were randomly divided into two groups of 15 people (experimental and control); And they answered the academic anxiety questionnaires of Phillips (1978) and Rezaee Sharif et al. People in the experimental group participated in 8 self-efficacy training sessions for four weeks and two one-hour sessions each week, but the control group did not receive any training. SPSS version 22 software and univariate analysis of covariance were used for data analysis.

The results showed that self-efficacy training had a significant effect on reducing academic anxiety and increase school bonding in the experimental group, while this effect was not observed in the control group.

The self-efficacy training program can be considered as part of intervention programs at the levels of target groups and the general population of school counseling centers and help to increase the productivity of the educational environment by reducing academic stress and increasing students' school connection.

One of the factors that exist as a challenge in school and that students face is anxiety. The present study was conducted with the aim of comparing the effectiveness of two methods of teaching interaction analysis (TA), imaginary exposure and response prevention (ERP) on reducing students' academic anxiety.

The research method was semi-experimental in the form of a pre-test-post-test design and a two-month follow-up with three experimental groups and one control group. The research community was made up of high school students in Tehran. The research sample was 45 students who were diagnosed with academic anxiety after answering the Phillips (1978) academic anxiety questionnaire. Students were randomly replaced in two experimental groups and a control group of 15 people. Each of the experimental groups was exposed to one of the methods of imaginary exposure and response prevention (in five 90-minute sessions) and mutual behavior analysis (in ten 90-minute sessions).

The results of data analysis using multivariate covariance analysis showed that according to the adjusted averages of the academic anxiety variable in the three studied groups and the results of the LSD follow-up test, both methods of imaginary exposure and prevention from the response and interaction analysis, it has been effective in reducing students' academic anxiety (F=6.33, P<0.001).

It can be concluded that the method of imaginary exposure and response prevention has a greater effect in reducing academic anxiety compared to the interaction analysis method.

This study was undertaken to examine the relationship between theory of mind and academic anxiety mediated by motivational learning strategies among a group of high school students. The present study had a descriptive, correlational design. The statistical population of the study included all female 9th graders studying in public high schools in Qaemshahr in 2019-2020 school year. The sample size was determined based on the number of observed variables and allocation of coefficient 20 for each observed variable (11 variables). Considering the probability of incomplete questionnaires, the sample size was determined to be 300 and the sample was drawn using two-stage cluster sampling method. The research instruments included Motivated Strategies for Learning Questionnaire (Pintrich & DeGroot, 1990), Achievement Anxiety Test (Alpert & Haber, 1960), and Theory of Mind Test (Steerneman, 1999). Structural equation modeling was performed to analyze the data. The results revealed that theory of mind and motivational learning strategies exerted significant, direct effects on academic anxiety. In addition, motivational learning strategies played a mediating role in the indirect link between theory of mind and academic anxiety. In general, the research model was approved and the research variables could predict 62% of variance in academic anxiety. The present study underscores the importance of cognitive factors such as theory of mind and motivational learning strategies in explaining academic anxiety.

The present research compared the effect of group education on academic vitality, positive attitude, and time perspective on academic anxiety and burnout of ninth-grade male students.

This research was a quasi-experimental study with a four-group design in three stages (pre-test, post-test, and follow-up). The population under study was ninth-grade male students, and the sample size was 72 people selected by purposive sampling. Data measurement tools included the Alpert and Haber (1960) Academic Anxiety Questionnaire and the Breso-Salanova-Shaufeli (2007) Academic Burnout Questionnaire. We analyzed data using variance, repeated measurement, and Levene and Machley tests. These analyzes were performed using SPSS software (version 22).

There is a significant difference between the adjusted mean scores of academic anxiety in educational vitality, positive attitude, and time perspective groups and the control group. There is no difference between the adjusted mean scores of academic anxiety in the academic vitality education group, positive attitude education group, and time perspective group.

The results also showed a significant difference between the adjusted mean scores of academic burnout in the academic vitality education group, positive attitude education group, and the control group. There is a significant difference between the adjusted mean scores of academic burnout of the Vitality Education Group and the Time Perspective Education Group. However, the academic burnout scores difference is not significant between the time perspective education group and the control group. This means that the time perspective education has not significantly reduced the academic burnout scores of ninth-grade male students.

The purpose of the current research was to explain the structural model of academic procrastination based on the attitude towards the field of study and academic immaturity with the mediating role of academic anxiety. The research method was applied in terms of purpose and in the form of structural equations. 350 people were selected by random cluster sampling method among all the students of the Noshirvani University of Technology, Babol in 2020-2021. All of them completed the Procrastination Assessment Scale for Students (PASS) by Solomon and Rothblum (1984), the academic anxiety Test (AAT) by Alpert and Haber (1960), the attitude towards the field of study questionnaire (ATFSQ) by Sufo et al. (2012) and the academic immaturity scale (AMS) by Wallerand et al. (1992). Structural equations were used to analyze the data. The results showed that the variables of attitude towards the field of study and academic immaturity had direct and significant effects on academic procrastination and academic anxiety, respectively (p<0.01). Also, academic anxiety had a direct and significant effect on academic procrastination (p<0.01). In addition, academic anxiety had a mediating role for the two variables of attitude towards the field of study and academic immaturity which had an indirect and significant effect on academic procrastination. Finally, it can be said that the research model had a good fit and all three variables of academic anxiety, attitude toward the field of study, and academic immaturity had significant direct and indirect effects on academic procrastination.

The aim of this study was to the comparison of the effectiveness of William’s DISC model and emotion regulation intervention on academic anxiety of adolescents with the covid-19 patients. The research was a quasi-experimental design with pre-test and post-test and control groups and the statistical population included adolescents aged 13 to 18 years living in Naghadeh who had a person with Covid-19 in their family in 2021. The statistical sample size was 60 people from the statistical population who were selected by purposive sampling method and randomly assigned to three groups DISC model, emotion regulation group, and control group. In this study, an academic anxiety scale (AAS, Alpert & Haber, 1960) was used to collect data. The collected data were analyzed using the analysis of MANCOVA. The results showed that there was a statistically significant difference between academic anxiety in the experimental groups and the control group (P <0.001). The results also showed that disk model intervention and emotion regulation training reduced adolescents' academic anxiety to some extent (P <0.001). The obtained results show that DISC model intervention and emotion regulation intervention are effective in reducing academic anxiety in adolescents with Covid-19 patients in both stages and the difference between the DISC model and emotion regulation groups is not significant (p <0.05).

A systematic review of research suggests that different variables affect the explanation of adolescent academic anxiety, but the role of mind theory and compatibility have been neglected as an integrated model.

The purpose of this study was to evaluate the structural equation model of academic anxiety explanation of female adolescents based on mind theory with the mediating role of compatibility.

The present study was a descriptive correlation and structural equations. The statistical population of the present study consisted of all ninth grade female adolescents in the first secondary schools during 2019-2020 in Ghaemshahr. In this study, 300 people were selected by two-stage cluster sampling to determine the sample size. Sinha and Singh’s (1993) Student Compatibility Questionnaire, Albert and Haber’s (1960) Academic Achievement Anxiety Questionnaire, and Stirman's Mind Theory (1994) were used for data collection. Structural equations with SPSSV18 and AMOSV23 software were used to analyze the data.

The results showed that the variables of mind theory and compatibility have a direct and significant effect on academic anxiety (P<0.01). The indirect effect of mind theory on academic anxiety through compatibility mediation was also confirmed. In general, the research model was approved and the research variables were able to predict 67% of the academic anxiety variable.

Based on the results of this study, mind theory variable has an indirect effect on the academic anxiety of female adolescents due to compatibility, and therefore the knowledge of teachers, principals, parents, students and other experts in the field of education could be helpful in reducing the academic anxiety of female adolescents.

School is one of the most important places where the level of evaluation and perfectionism of pupil is high and is associated with fear of failure, motivational problems, anxiety and low self-esteem. Perfectionism is one of 18 maladaptive schema proposed by Young, but little research has been done on the effect of schema therapy on academic perfectionism. The aim of the present study was to investigate the effectiveness of group schema therapy on reducing academic perfectionism and its components including academic performance, academic anxiety, academic achievement, academic failure and expectations of others in students. This study was a quasi-experimental study of pre-test, post-test and follow-up with a control group. The statistical population included all 10th grade female high school students in Tehran in the academic year of 1397-98. From these individuals, 300 people were randomly selected by cluster sampling method and 30 of them were selected based on inclusion criteria and were randomly divided into two groups of 15 experimental and control. The experimental group received group schema therapy during sixteen one-hour sessions. The research instrument was Rasooli Khorshidi and Bahrami (2016) Academic Perfectionism Questionnaire. SPSS 20 software and analysis of covariance were used to examine the relationship between quantitative variables. In the post-test, there was a significant interaction between the experimental and control groups in terms of academic performance, academic anxiety, academic achievement, academic failure and expectations of others (p <0.05). As a result, group schema therapy can be used to reduce students' academic perfectionism and its components.

The aim of this study was to investigate the relationship between intra-school components (classroom environment, school environment) and family performance with academic anxiety of students. The research method was descriptive-correlational. The statistical population includes all female of first high school students in Ilam, Their number is 3120 people. The research sample is based on Krejcie and Morgan table of 300 students who were selected by multi-stage cluster sampling. Data were collected using the classroom and school environment questionnaire (2002), the Epstein, Baldwin & Bishab family performance questionnaire (1983) and the Phillips academic anxiety questionnaire (1987). Multivariate Pearson and Regression correlation coefficients were used to analyze the data. Findings showed that between the factors related to the classroom environment and academic anxiety with r = -0.521 and significance coefficient of 0.001, between the factors related to school environment and academic anxiety with -0 = 155 and the significance coefficient of 0.035 And between family performance and academic anxiety with r = -0.581 and significance coefficient of 0.001. There is an inverse and significant relationship. Also, the findings of the regression equation showed that the factors within the classroom and family performance together can predict 0.432% of academic anxiety. Therefore, it is concluded that the more appropriate the intra-school components (classroom environment, school environment) and the better the family functioning, the less anxiety students experience.

This research aimed to comparison the emotional and social intelligence, academic anxiety and epistemological beliefs in internet addicted and non-addicted students. The present study was applied in terms of purpose and was comparative causal in terms of procedure method. The study population was the second high school students of Babol city in the academic years 2018-19. Based on the Cochran's formula, the sample size was estimated 374 people, who were selected by multi-stage cluster sampling method. Data collection tools included the questionnaires of internet addiction (Young, 1998), emotional intelligence (Bradberry & Graves, 2004), social intelligence (Silvera & et al, 2001), academic anxiety (Philips, 1979) and epistemological beliefs (Schommer, 1993). To analyze the data was used from multivariate analysis of variance with using SPSS-20 software. The findings showed that internet addicted and non-addicted students were significantly different in terms of all four variables of emotional and social intelligence, academic anxiety and epistemological beliefs (p < 0.05). In the other words, internet addicted students than internet non-addicted students were at a lower level in terms of emotional intelligence, social intelligence and epistemological beliefs and higher in terms of academic anxiety. According to the results of the present study, internet addicted students in compared to internet non-addicted students were in a more unfavorable position in terms of all four variables of emotional and social intelligence, academic anxiety and epistemological beliefs. Therefore, it is necessary for education experts, school psychologists and counselors to hold courses and workshops for students and their families to understand the phenomenon of internet addiction and its consequences and thereby reducing their internet addiction.

This study examined the mediating role of study skills in the effect ofacademic self-efficacy, epistemological beliefs and academic anxiety on academic performance of first middle school students Orumieh city in the academic year 2015-2016. This study was descriptive (non-experimental) and studydesign was correlational plans type of the structural equations. Statistical population of the study formed all of first middle school students of Orumieh in 2015-2016 years of academic. Sampling was cluster random and determination the sample size for each of the sub-variable were considered 20 samples and 350 persons were selected as the study sample .The instruments were: Academic Self-Efficacy Scale (Patrick, Hicks & Ryan, 1997), Epistemological Beliefs Scale (Schommer, 1991), Academic Anxiety Scale (Alpert & Haber, 1960), Study Skills Scale (Congos, 2009) and to measure academic performance of students the grade point average in the first academic semester 2015-2016 was used. Structural equation modeling was used to assess the structural effects of academic self-efficacy, epistemological beliefs, academic anxiety and study skills onacademic performance. The results of structural equation modeling revealed that study skills and academic self-efficacy directly affect the academic performance of students (p<0/01). Also the results revealed that academic self-efficacy and epistemological beliefs indirectly and through study skills affect the academic performance of students (p<0/01).

Academic anxiety affects all aspect of student's life and seems that plays a central role on the social adjustment, emotional intelligence and motivational strategies. The aim of study was to prediction of academic anxiety Based on social adjustment, emotional intelligence and motivational strategies among students of Islamic Azad University.
In this correlation study 130 M.A. students selected by convenient sampling method from Islamic Azad University Varamin Branch. The instruments were social adjustment questionnaire, emotional intelligence questionnaire and motivational strategies for learning questionnaire. Data were analyzed by stepwise regression analysis method.
The findings showed that social adjustment, emotional intelligence and motivational strategies self-efficacy and help seeking have a significant relation with academic anxiety. These variables predicted 42 percent of variance of academic anxiety. Self-efficacy had the most contribution in prediction of academic anxiety.
The results are due to the importance of social adjustment, emotional intelligence and motivational strategies self-efficacy and help seeking variables in predicting academic anxiety in students. Therefore paying attention to this variables have crucial role in predicting academic anxiety.

The purpose of the present research is to evaluate the effects of interschool components and social self-efficacy on predicting educational anxiety of students. The sample¡ was selected 160 male students in third grade of high school in region 1 in Arak city in academic year of 2013-2014 by multi-phase and answered to standard questionnaires of interschool factors¡ self-efficacy in social situations and educational anxiety. The data gathered from the research have been analyzed by SPSS software¡ multi-variable regression and step by step regression and Consequently¡ about 33.9 percent of the variance related to anxiety was presented by the interschoolcomponents and about 30.7 percent was presented by the social self-efficacycomponents .In addition¡ As the result of regression design presents¡ 45 percent of the total educational anxiety variance is due to two independent variables ¡ 32.9 percent for the interschoolcomponents and 12.1 percent for social self-efficacy. According to these results¡ the interschool components and social self-efficacy have a significant effect on predicting educational anxiety of third grade high school male students.