جستجوی مقالات مرتبط با کلیدواژه « academic achievement anxiety » در نشریات گروه « روانشناسی »

 This study investigated the The mediating role of happiness: the relationship between perfectionism and anxiety academic achievement in seminary students of Babol. Structural Equation Modeling was used for the analysis and interpretation of the data. A total of seminary students (220 boys) were selected by convenience sampling. Perfectionism, Academic Achievement Anxiety, Academic Procrastination Scale(Solomon & Rohblum) and Happiness Questionnaires were used to collect data. Results showed that happiness had mediator role in relationship between perfectionism on academic achievement anxiety. So with decrease of perfectionism and increase of happiness can decrease academic achievement anxiety in seminary students and improve their academic achievement.

This study investigated the Correlations of perfectionism with anxiety academic achievement: he Mediating Role of spiritual intelligence in seminary students.

Structural Equation Modeling was used for the analysis and interpretation of the data. A total of seminary students (220 boys) were selected by convenience sampling. Perfectionism, Academic Achievement Anxiety, Academic Procrastination Scale(Solomon & Rohblum) Spiritual Intelligence Questionnaires were used to collect data.

Results showed that spiritual intelligence had mediator role in relationship between perfectionism on academic achievement anxiety.

So with decrease of perfectionism and increase of spiritual intelligence can decrease academic achievement anxiety in seminary students and improve their academic achievement.

Academic achievement anxiety as an educational problem affects all aspects of the educational system. This structure has become a global concern in current educational environments and has a significant scope in educational systems. The problem is that the relationships of various variables with academic achievement anxiety have been confirmed, but the relationships of variables such as perfectionism, spiritual intelligence and happiness have been neglected in the form of structural relationships, and there is a major research gap in this field.

This study investigated the effect of perfectionism on academic achievement anxiety with the mediation of spiritual intelligence and happiness of Babol seminary students.

Structural Equation Modeling was used for the analysis and interpretation of the data. A total of seminary students (220 boys) were selected by convenience sampling. Perfectionism, Academic Achievement Anxiety, Academic Procrastination Scale (Solomon & Rohblum) Spiritual Intelligence and Happiness Questionnaires were used to collect data. The structural equation modeling method was used for data analysis using SPSS version 22 software at the statistical level of 0.05

The results of structural equation modeling showed that the data had an acceptable fit with the conceptual model and was confirmed. According to the structural model of the research, perfectionism had a significant effect on spiritual intelligence, happiness and academic achievement anxiety, and spiritual intelligence, happiness had a significant effect on academic achievement anxiety. Also spiritual intelligence and happiness had mediator role in relationship between perfectionism on academic achievement anxiety.

Therefore, to reduce academic achievement anxiety, interventions that guide students in the direction of knowledge, insight and change of attitude about their academic anxiety should be used.

The aim of this study was to investigate the effectiveness of empowerment in executive functions on academic achievement anxiety and the academic meaning of high school students. The method of collecting quasi-experimental information with pre-test_post-test design with control groups. The statistical population of the present study consisted of all 420 first-grade and ninth-grade female students from 9 public schools, and 4 schools with two classes in Gorgan in December 2022. Thirty people were selected by a simple random sampling method based on inclusion criteria and randomly assigned to experimental and control groups. Two questionnaires, the Academic Achievement Anxiety Questionnaire of Alpert and Haber (AAT), the Academic Meaning Questionnaire of Henderson-King and Smith (MOE), and the Executive Function Training Program based on the Barkley model were used. The data were analyzed using multivariate analysis of covariance (MANCOVA). From the findings, it can be concluded that by controlling the effect of the pre-test, there is a significant difference at the level of 0.01 between the average academic achievement anxiety and the academic meaning in the post-test in the experimental and control groups. This study provides practical implications for counselors and psychologists regarding the treatment of academic anxiety and the improvement of academic meaning.

The purpose of this study was to investigate the role of academic achievement anxiety, academic burnout and academic procrastination students.  

The statistical population of this study consisted of 2990 male and female students of the sixth and seventh grades of Varamin city in the academic year of 2017 who were randomly selected from cluster of 8 schools and selected by random sampling from the sixth and seventh grades according to the number of sixth grade students 1510 students) and the seventh grade (1480 students) were sampled for 306 students per academic year and a total of 612 students from each of the two bases were selected as sample size. They were then asked to answer the Alert and Haber Academic Achievement Anxiety Inventory (1960), Rudder Educational Injury (1390), and Academic Burnout Questionnaire (Brosu et al., 1997). The data were analyzed using correlation coefficient, regression and the mean difference between the two groups of girls and boys and the sixth and seventh bases, using multivariate analysis of variance.

In analyzing the anxiety regression, academic achievement with a standard beta score of 0.16 and academic procrastination with a beta of 0.19 had a significant predictive effect on academic burnout (P <0.01). The results of multivariate analysis of variance indicated that there was a significant difference between the two groups of students in the sixth grade and the seventh grade, with academic achievement anxiety, educational upheaval and academic burnout (p <0.01). Also, there were significant differences between academic achievement anxiety and academic procrastination (p <0.01) between male and female students, but there was no significant difference between students 'and students' educational burnout (p <0.01).  

The findings of this study showed that there is a positive correlation between academic burnout and academic achievement anxiety and there is a significant negative relationship between academic achievement anxiety and academic achievement anxiety among students.

The purpose of this study was to investigate the role of academic anxiety in relation between parental psychological control and academic engagement. The statistical population included all the students of the last year of high school in Ahwaz, who were volunteers to enter the university during the academic year of 2018-2019. 353 of them were selected by multistage cluster random sampling. They responded to parental psychological control questionnaire, progression anxiety questionnaire, and academic engagement questionnaires. Data were analyzed using structural equation modeling by Amos software. The Cronbach Alpha method was used to determine the reliability of the instrument. Results indicated a direct and significant relationship between parental psychological control with academic anxiety (β = 0.28, P = 0.01) and academic anxiety with academic involvement (β = -0.20, P <0.01). , Also, academic anxiety completely mediated the relationship between parental psychological control and academic engagement. As a result, reducing the level of psychological control by parents can reduce the level of academic anxiety and thereby improve students' academic engagement.