جستجوی مقالات مرتبط با کلیدواژه « outcome expectations » در نشریات گروه « روانشناسی »

Abstract

Irritable bowel syndrome is one of the most expensive diseases of the digestive system that causes intestinal dysfunction. The purpose of this study was to investigate the mediator role of self-care in predicting self-control and outcome expectations based on health anxiety in patients with irritable bowel syndrome.Research

The current research is descriptive and path analysis type. The statistical population of this research was made up of all patients with irritable bowel syndrome who referred to medical centers in Tehran. The sampling of the current research is purposeful and 200 patients with irritable bowel syndrome completed the research questionnaires. Research tools included Tobert and Glasgow's self-care questionnaire, Tanji's self-control questionnaire, Vosichki et al.'s outcome expectations questionnaire, Salkoskis and Warwick's health anxiety questionnaire. SPSS-26 and AMOS software were used for data analysis.

The results showed that health anxiety predicts both directly and through the mediation of self-care, self-restraint and expectation of outcome in patients with irritable bowel syndrome. Also, self-care predicts self-control in patients with irritable bowel syndrome. Self-care predicts expected outcomes in patients with irritable bowel syndrome.

As a result, it is recommended that every hospital has a health psychologist as a person who can teach patients how to control anger, courage, skills in saying no, or even training to deal with stressful situations so that they can live a just life. Use these skills.

Studies have shown that lifestyle change through regulation and orientation to human life is effective on improving individual-educational determinants but a study which addresses the impact of this training on students' self-efficacy, outcome expectations and source of control has been neglected.

The aim of this study was to determine the effectiveness of lifestyle change training on improving self-efficacy, outcome expectations and reducing locus of external control in students.

This study was an experimental study with pre-test, post-test with control group. The research population included all students of Islamic Azad University, Tehran Research Sciences Branch in the first semester of the academic year 2020-2021. The study sample included 40 students who were selected by two-stage cluster sampling method and, then, were assigned into experiment and control groups (20 individuals per group) through random assignment method. The research tool were the scales of General Self-Efficacy (Schwarzer and Jerusalem, 1995), Student Outcome Expectations (Landy, 2003) and Source of Control (Rotter, 1966). For the experiment group, lifestyle change training (Van Pay, 2018) was held in eight 90-minute sessions, but the control group did not receive any intervention. Analysis of covariance was used to analyze the data.

The results showed that lifestyle change training was effective in increasing students' self-efficacy, outcome expectations and reducing locus of external control (p<0.01).

Lifestyle change training can be used by therapists as an efficient way to improve students' self-efficacy and outcome expectations and reduce their external control beliefs, and thus help their academic-career success.

Near the university entrance exam, pre-university students may be impressed by motivational and psychological variables. Academic burnout is a variable that can always occur under these conditions. The purpose of this study was to investigate the mediating role that academic motivation plays between outcome expectations and academic burnout in pre-university female students. ‎The research method was descriptive based on Structural Equation Modeling. Using cluster sampling method, 350 students were selected from the statistical population of pre-university students of Tehran city. They responded to questionnaires of academic burnout, outcome expectations, and academic motivation. Structural model test results showed that there was a positive relationship between outcome expectations from one hand and internal and external motivations on the other hand; and there was a negative relationship between outcome expectations and non-motivation. There was a positive relationship between academic burnout from one hand and non-motivation and external motivation on the other hand; and there was a negative relationship between academic burnout and internal motivation. The relationship between outcome expectations and academic burnout was negative. The results of the present study showed that the conceptual model fits well with the tested model and also academic motivation has a mediating role in the relationship between outcome expectations and academic burnout.