جستجوی مقالات مرتبط با کلیدواژه "academic support" در نشریات گروه "تربیت بدنی"

This research was conducted with the aim of testing the cyberbullying model in the post-Corona era based on academic support and psychological capital among high school students in Shiraz. For this purpose, 381 students of high school in Shiraz were selected by multi-stage cluster sampling method And they responded to Lutans and Auliou (2007) psychological capital questionnaires, Sands and Plunkett (2005) academic support questionnaires, and Antoniodo et al (2016) cyber victim bullying experience questionnaires. The findings showed that the direct effect of academic support components (teacher support, peer support, family support) on psychological capital components (optimism, hope, flexibility and self-efficacy) is positive and significant. In addition, the direct effect of capital components the psychological effects of cyberbullying are negative and significant. At the same time, the indirect effect of academic support components on cyberbullying is negative and significant. In addition, the findings showed that in the fitted model, 42% of the variance of cyber bullying is explained by academic support and psychological capital. The goodness-of-fit indices of the cyberbullying prediction model of secondary school students in the post-Corona era also showed that the fitted model based on experimental data is compatible with the theoretical model derived from the theoretical and experimental background of the research.

This study examined Mediating role of psychological capital in the perceived Academic support and Academic citizenship behavior Virtual courses students of Shiraz University. Using stratified sampling method, 310 students were selected from virtual and correlation design. Survey of perceived Academic support (Sandrers & et al, 2005), psychological capital Questionnaire (Luthans, Youssef & Avolio, 2007) and Academic citizenship behavior Scale (Golparvar, 2010) were used to measure the focal constructs of this study and data were analyzed with path analysis. The results showed that perceived Academic support through the intermediary of Psychological Capital is an indirect positive effect on Academic citizenship behavior. Accordingly to the conclusions of the verification model fitness perceived Academic support, psychological capital and Academic citizenship behavior among virtual courses students of Shiraz University.
This study examined Mediating role of psychological capital in the perceived Academic support and Academic citizenship behavior Virtual courses students of Shiraz University. Using stratified sampling method, 310 students were selected from virtual and correlation design. Survey of perceived Academic support (Sandrers & et al, 2005), psychological capital Questionnaire (Luthans, Youssef & Avolio, 2007) and Academic citizenship behavior Scale (Golparvar, 2010) were used to measure the focal constructs of this study and data were analyzed with path analysis. The results showed that perceived Academic support through the intermediary of Psychological Capital is an indirect positive effect on Academic citizenship behavior. Accordingly to the conclusions of the verification model fitness perceived Academic support, psychological capital and Academic citizenship behavior among virtual courses students of Shiraz University.