جستجوی مقالات مرتبط با کلیدواژه "sex differences" در نشریات گروه "روانشناسی"

The main purpose of the present study was to investigate psychometric properties of the Achievement Goal Questionnaire- Revised (AGQ-R, Elliot & Murayama, 2008) among Iranian male and female university students. 332 students (141 male and 191 female) completed the AGQ-R, the Schoolwork Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). The confirmatory factor analysis and multi-group confirmatory factor analysis methods were used to compute the AGQ-R's factorial validity and its gender invariance, respectively. The results of confirmatory factor analysis based AMOS software showed that the fore factor model of AGQ-R (mastery-approach, mastery-avoidance, performance-approach and performance-avoidance) fit well to the data across two groups. The results of multi-group confirmatory factor analysis revealed the cross-group invariance of factorial structure, factor loadings, and factor variances and covariance’s of the AGQ-R across male and female university students. Internal consistency for the different types of achievement goals consisting of mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals was 0/76, 0/78, 0/90 & 0/85, respectively. In sum, the findings emphasizing the group invariance of factorial structure of AGQ-R in male and female students suggested that it measured the same construct in these two groups. On the other hand, these findings provide evidence for the validity and reliability of the AGQ-R to measure achievement goals in the 2×2 conceptual framework in both sexes.

This study aimed to model causal relationships between academic self-efficacy, goal orientations, achievement emotions, and academic well-being in university students. The research method was correlational. For this purpose, a sample consisting of 332 university students (141 male and 191 female), responded to the Achievement Goal Questionnainre-Revised (Elliot & Murayama, 2008), the Academic Self-Efficacy Questionnaire (Zajacova, Lynch & Espenshade, 2005), the Achievement Emotions Questionniare-Revised (Abdollahpour, 1394), the Schoolwork Engagement Inventory (Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (Salmela-Aro, Kiuru, Leskinen & Nurmi,2009). Results indicated that for the total sample and for male and female university students, the partially mediated model of positive and negative achievement emotions on the relationship between goal orientations and academic self-efficacy with academic well-being had a good fit for data. The results of the group specificity of structural relations showed that the relationship between goal orientations, academic self-efficacy, achievement emotions, and academic well-being was equivalent for both groups. Furthermore, all of the regression weights in the hypothesized model were statistically significant, and the model’s predictors accounted for 59% and 65% of the variance in academic engagement and academic burnout, respectively. Based on the finding of this study the part of the available variance in academic well-being in the context of prediction of these behavioral motivational models by goal orientations and academic self-efficacy accounted for university students’ positive and negative emotions.

This study aimed to investigate the mediating role of causal attributions on the relationship between perfectionism and academic well-being among male and female gifted adolescents. The research method was discriptive-correlational and the statistical population included 352 gifted students (152 male and 200 female) was selected by a convenience sampling method and responded to the Multidimensional Perfectionism Cognitions Inventory (Kabori, 2006), the Attributional Style Questionnaire (Peterson, Semel, von Beayer, Abramson, Metalsky & Seligman, 1982), the School Engagement Inventory (Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009). Multi-group structural equation modeling was used to assess causal attributions on the relationship between positive and negative perfectionism and academic well-being among male and female gifted student. Results indicated that for total sampel and for male and female gifted students, the partially mediated model of positive and negative causal attributions on the relationship between positive and negative perfectionism and academic well-being fitted well with the data. The results of the group specificity of structural relations showed that the relationship between perfectionism, causal attributins and academic well-being were equivalent for both groups. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model’ predictors accounted for 41% and 32% of the variance in academic engagement and academic burnout, respectively. According to the findings, the positive and negative perfectionism.

Aim The main purpose of the present study was to investigate psychometric properties of the Farsi version of the Psychological Capital Questionnaire (PCQ, Luthans, Avolio, Avey & Norman, 2007) among male and female gifted adolescents. In this correlational study, 366 adolescents (182 male and 184 female) completed the Psychological Capital Questionnaire (PCQ), Health-oriented Academic Life-Style promoting/reducing Behaviors Questionnaire (HALSBQ, Salehzadeh, Shokri & Fathabadi, 1396), School Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012) and School Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). The confirmatory factor analysis and multi-group methods were used to compute the PCQ's factorial validity and its gender invariance, respectively. The results of confirmatory factor analysis based AMOS software showed that the four factor model of PCQ (self-efficacy, resiliency, optimism and hope) fit well to the data across two groups. The results of multi-group confirmatory factor analysis revealed the cross-group invariance of factorial structure, factor loadings, and factor variances and covariance’s of the PCQ across male and female adolescents. Correlational analyses between psychological capacity with academic well-being and academic life style behaviors provided initial evidence for the PCQ criterion validity. Internal consistency coefficients for the self-efficacy, hope, resiliency and optimism subscales were 0/88, 0/86, 0/86 & 0/80 respectively. In sum, these findings provide evidence for the validity and reliability of the PCQ to measure of psychological capital in male and female gifted adolescents.

Appetitive motivation is the drive to eat to obtain pleasure in the absence of . The present study aimed to compare women and men with high and low appetitive motivation in terms of inhibition to food cues. Utilizing a causal-comparative design, fifty-nine healthy and normal weight students with high and low scores in the Power of Food Scale (PFS), who were selected from 1300 students, performed a go/no-go task of food and non-food related pic- tures to measure inhibition. Factorial ANOVA showed that women with high appetitive motivation had higher commission errors in exposure to food pictures than non-food pictures. Decreased inhibition in women with high appetitive motivation could be the result of food cues that overstimulate appetitive motivation.

The present study examined the mediationg role of positive and negative achievement emotions on the relationship between perfectionism and academic well-being among boy and girl gifted adolescents. In this correlational study, 326 gifted students (161 boy and 165 girl) responded to the Multidimensional Perfectionism Cognitions Inventory (MPCI, Kobori, 2006), the Achievement Emotions Questionnaire- Revised (AEQ-R, Abdollahpour, 1394), the Schoolwork Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). Results indicated that for total sampel and for boy and girl gifted adolescents, the partially mediated model of positive and negative achievement emotions on the relationship between perfectionism and academic well-being had good fit to data. The results of the group specificity of structural relations showed that the relationship between perfectionism, achievement emotions, academic well-being were equivalent for both groups. All of the regression weights in the global model and for each of the two groups (boy and girl gifted adolescents) were statistically significant. These results consistent with contemporary models of giftedness show that noncognitive concepts such as social/emotional abilities have critical role in prediction of academic functioning of girl and boy gifted high school students

Objectives This study examined the role of achievement goals in moderating the relationship between sex and academic self-handicapping.
Methods In our correlational research, 320 university students (154 men and 166 women) were selected by multistage cluster random sampling method. They completed the Academic Self-Handicapping Scale (ASHS) and the Achievement Goal Questionnaire-Revised (AGQ-R). Based on the suggestion logic (baron & Kenny, 1986), the model of moderation among sex, achievement goals, and academic self-handicapping was examined by regression analysis.
Results According to hierarchical regression model results, male students compared to their female classmates reported higher levels of academic self-handicapping. Results also indicate a negative significant relationship between mastery-approach and mastery avoidance and positive significant relationship between performance-approach and performance-avoidance. Non-significant sex × achievement goals interactions were found in the relationship between sex and academic self-handicapping.
Conclusion In sum, achievement goals do not moderate the association between sex and academic self-handicapping

aim of this study was to examine factorial invariance of the 20-item Positive and Negative Affect Schedule-Farsi version (PANAS) among male and female university students. A total of 371 undergraduate students (183 males and 188 females) at Shahid Beheshti University completed the Farsi version of the PANAS. First، two-factor model consisted on positive and negative affect were applied to the total sample. Then، single group analysis showed an acceptable two-factor measurement model consisting of positive and negative affect for both male and female groups. Further، based on the one-factor model، results from multi-sample analysis revealed that the Farsi version of the PANAS has the property of sound factorial invariance across sexes، including invariance of measurement residuals، structural covariances and regression measurements. These findings emphasizing the group invariance of factorial structure of PANAS، indicate that PANAS measures a similar construct in these subsamples. The results revealed that the two factors of positive and negative affects in PANAS were perceived in the same manner across students in the two sex groups.

The purpose of the present study was to compare sex differences in self-estimates of multiple intelligences in university student population. Therefore, 268 students of humanities (184 females and 84 males) from Payame Noor University Tabriz branch were randomly selected, using stratified and multiple stage cluster sampling. For collection, data they were asked to complete the multiple intelligences Inventory that included 8 subscales (verbal/linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, intrapersonal, interpersonal, naturalistic). Data were analyzed using Multivariate Analysis of Covariance (MANCOVA). Results showed that statistically controlling of age effect, there were significant differences in self-estimates of male and female students verbal/linguistic, bodily-kinesthetic, intrapersonal, interpersonal, naturalistic intelligences. Mean scores of male students in these subscales were higher than female students. In this paper, results of the present study were discussed.

this study investigated the function of cultural values of marriage and sex differences in mate selection. Three hundred and sixty students (199 females and 161 males) of Shahid Beheshti university were selected and answered Marriage Values Survey (MVS; Delkhamoush, 2005) and Preferences Concerning Potential Mates Questionnaire (PCPM; Buss, 1989). Using Pearson correlation and multiple regression analysis, data were analysed. Results showed that the majority of marriage values were significantly related to mate preferences criteria and these values had significant predictive function in mate preferences criteria. Findings were discussed based on the theoretical framework of the cultural values of marriage.

this study was aimed to test the invariance of factorial structure of the Identity Style Inventory (ISI; Berzonsky, 1992) in 15– 17 year olds adolescents. The sample consisted of 376 high school students (181 males, 195 females). The ISI was adminestered to the participants. Multi-group confirmatory factor analysis was used to examine the cross-group validity or invariance of factorial structure of ISI among males and females studying in first, second and third grades of high school. The results of single-group confirmatory factor analysis indicated that both the three-factor structure of identity styles (informational identity, normative identity, and diffuse avoidant identity) and the mono-factor structure of identity commitment fit the data in an acceptable level for males and females and the three grade subgroups. The results of multi-group confirmatory factor analysis indicated crossgroup invariance of factor structure, factor loadings, and factor variances and covariances of the ISI in gender and grade subgroups. Emphasizing the group invariance of factorial structure of ISI, these findings indicate that ISI is a promising tool for measuring identity styles in gender and grade subgroups.