جستجوی مقالات مرتبط با کلیدواژه « generalized anxiety » در نشریات گروه « علوم تربیتی »

Introduction and Goal: 

Anxiety is one of the basic problems of students, which can cause a lot of psychological and emotional damage to students. Therefore, this research was conducted with the aim of determining the relationship between resilience and psychological well-being with academic performance in students With Generalized Anxiety Disorder.

The research design was correlational. The statistical population of the research included all the female students of the first secondary school in Paveh city in the academic year of 2021, of which 150 people were selected based on the formula (n=50 + 8m) and selected by the available sampling method and the research tools included Tab questionnaire. Avery (Connor and Davidson, 2003), psychological well-being (Reif, 2002) and academic performance questionnaire (Pham and Taylor, 1999) answered. Descriptive statistics, Pearson correlation coefficients, multivariate regression and spss software were used for data analysis.

The results showed that there is a positive and significant relationship between the total score of resilience (r=0.679 and p=0.000) and one of its dimensions with the academic performance of anxious students at the level of 0.05. Also, the results showed that the total score of psychological well-being (r=0.899 and p=0.000) and each of its dimensions have a positive and significant relationship with the academic performance of anxious students at the level of 0.05. Regression analysis with the simultaneous entry method also showed that the predictor variables together explained 40% of the variance of the academic performance score in students.

Considering that academic performance can be influenced by many psycho-social factors, it is necessary for educational planners and psychologists to take steps to improve students' academic performance by recognizing these factors.

Generalized anxiety disorder leads to a decrease in mental health and quality of life for people. Therefore the aim of this study was to investigate the relationship between emotional expressiveness and experiential avoidance with the mediation of social competence in students with generalized anxiety disorder in Mashhad.

The present study was a descriptive correlation in terms of applied purpose and data collection method. The statistical population of the research consisted of all the first and second grade high School students of Mashhad who were studying in 2022-2023. 210 students with symptoms of generalized anxiety were selected by cluster sampling method. To collect data, the generalized anxiety questionnaire of Spitzer et al (2006), Emotional Expressiveness questionnaire of King & Emmons (1990), Acceptance and Action Questionnaire (AAQ-II) of Bond et al (2011), and Social adequacy questionnaire of Felner et al (1990) were used. Data were analyzed using structural equation modeling analysis by SPSS 24 and Lisrel 8.8 software.

Based on the obtained results, the direct effect of positive emotion, intimacy and social adequacy variables on experiential avoidance is negative and significant and the direct effect of negative emotion expression variable on experiential avoidance is positive and significant (P<0/01). In addition to the direct effect, positive emotion, intimacy and negative emotion expression had an indirect effect on experiential avoidance through social adequacy. (P<0/01). Therefore, it can be said that the considered model had a good fit, in other words, social adequacy has a mediating role in the relationship between emotional expression and experiential avoidance in general anxiety disorder.

Anxiety disorders are the most common categories of psychological disorders. The present research has conducted with the aim of comparing the impulsivity, perceive the controllability, and perceive and generate the cognitive alternatives in adolescents with generalized anxiety and social anxiety. The research was a study with causal-comparative design. The population was the first high middle school students of Khorramabad city. The examined sample selected using convenience sampling, and conducted impulsivity, cognitive flexibility, generalized anxiety and social anxiety scales for them. Then two groups with generalized anxiety and social anxiety were selected based on the cut of point scores of generalized anxiety and social anxiety scales, and were compared in impulsivity, perceive the controllability, and perceive and generate the cognitive alternatives. The analysis by Multivariate Analysis of Variance (MANOVA) indicated a significant difference in the linear composition of dependent variables of these two anxious groups. Univariate analysis of variance also indicated that adolescents with social anxiety had more ability to perceive and generate cognitive alternatives compared to adolescents with generalized anxiety (Individuals with generalized anxiety had more difficulties in this component). This difference existed in females and not in males of two anxious groups. In impulsivity and perceiving controllability, there were not significant differences between the two groups. In conclusion, adolescents, specially, females with generalized anxiety and social anxiety are different in cognitive flexibility (perceive and generate cognitive alternatives). So, their diagnosis and appraisal, and also their therapeutic programs must conduct regarding these differences.