جستجوی مقالات مرتبط با کلیدواژه « اضطراب کرونا » در نشریات گروه « علوم تربیتی »

This research was conducted with the aim of developing a causal model to explain academic vitality based on academic self-regulation strategies and cognitive emotion regulation strategies with the mediating role of Corona anxiety. The research method was descriptive-correlation and specifically structural equation modeling. The statistical population of the research included all the students of the first secondary school in Ahvaz city in the academic year 2001-1400, of which 350 students were selected by multi-stage cluster sampling method and with emotion regulation strategies questionnaire (CERQ), strategies questionnaire Academic self-regulation and the Corona Virus Anxiety Questionnaire (CDAS2) were evaluated. The data were analyzed using descriptive statistics and structural equation modeling using spss24 and Amos.24 software. The results showed that the research model had a good fit and was confirmed. Also, cognitive strategies of emotion regulation, academic self-regulation strategies and corona anxiety directly predicted academic vitality, and results supported the mediating role of corona anxiety in the relationship between cognitive strategies of emotion regulation, academic self-regulation strategies and academic vitality.The results of the research showed that academic self-regulation strategies and cognitively adapted emotion regulation strategies can reduce the anxiety of Corona and, as a result, increase academic vitality in students. While the non-compromised cognitive strategies of emotion regulation can increase the anxiety caused by Corona and reduces the academic vitality because of this. Based on the results of this research, it is suggested that teachers and education officials increase their vitality and academic vitality by implementing educational workshops and psychological interventions and training and promoting educational self-regulation strategies and cognitive strategies to regulate emotions by reducing corona anxiety in students.

The aim of the current research was to investigate the relationship between Corona anxiety and academic isolation and cognitive skills of first secondary students in Sarakhs city. The research method is descriptive-correlation. The statistical population included all 900 first high school students of Sarakhs city. The statistical sample based on Morgan's table, including 269 people, was selected by simple random sampling. Three research tools were used: Alipour et al.'s Corona Anxiety Questionnaire (2009), Karmi's Cognitive Skills (2001) and Diley and Gronet's (2003) Academic Isolation Questionnaire. Pearson's correlation test and regression with SPSS software were used to analyze the data. According to the results of Pearson correlation research, there is a positive and significant relationship between Corona anxiety and academic isolation, and a negative and significant relationship was observed between Corona anxiety and cognitive skills. In the second step, the physical symptoms of anxiety have entered the prediction model, and these two variables together have been able to predict 71% of the changes in academic isolation and 49% of the changes in cognitive skills.

The spread of Corona disease and Corona anxiety has affected students' academic and educational lives by closing schools and rapidly changing teaching methods. The aim of this study was to investigate the relationship between Corona anxiety and students' academic well-being with respect to the mediating role of academic hope. The method of the present study was correlational method. The statistical population of the study was first and second high school students in Urmia. The research sample consisted of 400 people who were selected by the available sampling method. Research tools included method anxiety, academic well-being and academic hope, which were prepared online for students. SPSS and LISREL software were used for data analysis. The results showed that Corona anxiety affects students 'academic hope and academic well-being and academic hope has a mediating role between Corona anxiety and students' academic well-being. Based on the results, it is necessary for schools and the education system to take the necessary tools and counseling to improve coronary anxiety, academic well-being and students' academic hope after the end of Covid 19 disease and the reopening of schools.

The aim of this study was to develop a coronary anxiety model in students based on the dimensions of positive psychology. The research method was descriptive correlational studies and structural equation modeling. The statistical population included all high school students in Mashhad in the year 1401-1400 with 983 people who were selected using Cochran's formula and simple random sampling method of 276 people. The data collection tools were corona anxiety and positive psychology questionnaires. The validity of the questionnaires was confirmed using content and face validity. Its reliability was obtained through Cronbach's alpha coefficient of 0.77 and 0.89, respectively. In addition to descriptive statistics, statistical techniques such as Pearson correlation coefficient, multiple regression and structural equation modeling were used to analyze the data. The results showed that the dimensions of positive psychology (happiness, mental well-being, optimism, self-worth, hope, interpersonal skills and responsibility) have a direct and significant effect on coronary anxiety in students. The results of the fit model indices indicated a good fit of the model, and in fact the general result is that the designed model of students' coronary anxiety based on the dimensions of positive psychology has a good fit.

The aim of this study was to investigate the role of predictors of cognitive emotion regulation skills, psychological hardiness and resilience on corona anxiety. This research is applied according to the purpose and according to the method, it is descriptive-correlation in the method of prediction. The statistical population included all students of Payame Noor University of Shiraz in the academic year 1300-1499, whose number was about 8064 people, a sample of 367 people was selected by stratified method. Data collection tools included questionnaires of cognitive emotion regulation strategies, psychological hardiness, resilience and corona anxiety. Data were analyzed by Pearson correlation and multiple regression tests. The results showed that positive strategies for cognitive emotion regulation, components of psychological hardiness and resilience with corona anxiety have a negative correlation at the level of 0.01. But there is a positive correlation between negative strategies and corona anxiety. The results of regression analysis also showed that through positive coping strategies of emotion, commitment, control, challenge and resilience, corona anxiety scores can be predicted inversely. Negative emotion regulation strategies also directly predicted corona anxiety scores. Therefore, to reduce corona anxiety, special attention should be paid to the categories of cognitive emotion regulation, psychological stubbornness and resilience.

Coronaviruses are a large group of viruses that can infect animals and humans and cause respiratory disorders and cause many psychological problems.

The aim of this study was to evaluate The Role Of covid‐19 anxiety, Worry And Negative Metacognitive Beliefs In Predicting Learning Anxiety of Student In the Covid-19 epidemic.

This is a descriptive study and was performed by correlation method. The statistical population of the study included all female high school students in Isfahan in the academic year 2020-2021. Using voluntary sampling method, 507 people were selected as the sample. Participants were asked about the Corona Disease Anxiety Inventory (Alipour et al., 2017), Metacognitive Beliefs (Wells, 1997), Pennsylvania Anxiety (Mir, Miller, & Metzger, 1990) and Learning Anxiety (Pekran, Goetz, & Perry, 2002, 2005). Published online, they responded. Data were analyzed by Pearson correlation and multiple regression using SPSS24 software.

The results showed that there was a significant positive relationship between anxiety, negative metacognitive beliefs and covid‐19 anxiety with students' learning anxiety (P <0.001). The results of regression analysis also showed that 28% of the variance of learning anxiety is predicted by Covid-19 anxiety, metacognitive negative beliefs and anxiety (p < 0.001, R = 0.53 and R2 = 0.28). Covid-19 anxiety also had greater role in predicting and explaining learning anxiety.

These results show the practical implications of designing the interventions required during the Covid-19 epidemic and consequences such as learning anxiety in students.

The current research aim was purpose conducted the mediating role of self-efficacy in the relationship between problem solving styles and corona anxiety in a correlation design. The population of this study included all Undergraduate students Poldokhtar Higher Education Center who were studying in the academic year 2020-2021. 230 students participated in this study online and respond to Corona Disease Anxiety Scale (Alipour, Ghadami, Alipour and Abdollahzadeh, 2020), Problem Solving Style (Cassidy and long, 1996) and General Self-Efficacy (Sherer and Madox, 1982). Data analysis was performed using path analysis statistical method and by the SPSS-22, and AMOS-24 statistical softwares and bootstrapping method was used to examine the mediating role of the variables. The findings showed that among the components of problem-solving styles, helplessness and inhibition have a positive effect and trust, orientation and self-efficacy have a negative effect on corona anxiety (P <0.01). Helplessness has a negative effect and creativity and tendency have a positive effect on self-efficacy (P <0.01). Orientation and creativity through self-efficacy mediation can reduce students’ anxiety and helplessness through self-efficacy mediation can increase students' anxiety (P <0.01). The findings are considered consistent with the results of similar previous studies and are an important step in explaining the factors affecting corona anxiety and also as a suitable model for designing comprehensive corona anxiety prevention programs.