جستجوی مقالات مرتبط با کلیدواژه « Academic stress » در نشریات گروه « علوم انسانی »

Studies have shown that the experience of emotions in educational environments affects academic stress, social adjustment and psychological distress. The basic experiential processing method under the title of emotion-oriented processes leads to the activation and reorganization of emotional schemas. The review of related research literature shows that limited studies have investigated the teaching of emotional processing strategies on academic stress, social adjustment and psychological distress of students.

This research was conducted with the aim of determining the effectiveness of emotional processing strategies training on academic stress, social adjustment and psychological distress in male second year high school students.

The design of the current research was experimental, of pre-test-post-test type with a control group. The statistical population of the research included all male students of the second year of high school in Khorram Abad who were studying in the academic year of 2001-2001. Using multi-stage random sampling method, 60 students were selected and randomly placed in two experimental and control groups. The experimental group underwent an 8-session educational intervention of emotion-oriented processing strategies (Gross, 2007). In this research, the scales of academic stress of Zajakova et al. (2005), Sinha and Singh (1993) social adjustment and Kessler (2003) psychological distress were used and analysis of covariance was used to analyze the data.

The findings of the research showed that teaching emotion-oriented processing strategies reduces academic stress, increases social adaptation, and reduces psychological distress in second year high school male students at a significance level of p< 0.01.

According to the findings, it is concluded that emotion-oriented processing training can help reduce academic stress and psychological distress, and increase the level of social adjustment of second year male students. Therefore, paying attention to teaching emotion-oriented processing strategies can play an important role in improving the academic, psychological and social status of students in school.

The Iranian teacher training system emphasizes the need to include the teacher ethics course in the teacher training curriculum and one of the common courses in all disciplines of Farhangian University is the teacher ethics course with emphasis on Islamic rights and duties. The aim of this study was to investigate the effectiveness of teaching professional ethics on the religious orientation and academic stress of student at Kerman Farhangian University. The research method was quasi-experimental with pre-test-post-test design of the control group. The study population included all students of Kerman Farhangian University in the first semester of 2022. 50 people were selected as the sample by available sampling method and were divided into experimental (n= 25) and control (n= 25) groups accidentally. The experimental group underwent teacher professional ethics training in 8 sessions of 90 minutes and the control group did not receive any intervention. Data collection tools were the religious orientation questionnaire of Sanagouizadeh and Jan Bozorgi (2011) and the academic stress of Sun, Don, Hu and Zhou (2011). Data analysis was performed by descriptive statistics, univariate and multivariate analysis of covariance and SPSS-22 software. The results showed that teacher professional ethics training significantly increased the orientation of religious adherence, decreased the orientation of religious instability and ambivalence and reduced the academic stress of students (P <0.001). The magnitude of this effect based on the amount of

According to various researches, students suffer a lot of stress during their studies. Academic stress, if intensified or continued, causes problems in the field of mental health and well-being. Therefore, it is necessary to investigate the factors affecting academic stress. Therefore, the present study was conducted with the aim of explaining academic stress based on perfectionism and personality traits with the mediation of academic enthusiasm.The current research was of a descriptive-correlation type. The statistical population of the research included all 6470 male and female secondary school students of Kashan city. 400 students (200 boys and 200 girls) were selected by cluster sampling method and were administered the Godzilla Academic Stress Questionnaire (SLSI), the Frost Multidimensional Perfectionism Questionnaire (MPS), the Neo Personality Personality Questionnaire (NEO-FFI) and the questionnaire Fredericks et al (AES) responded.The evaluation of the proposed model was done using structural equation modeling. The results showed that the proposed model has an acceptable fit. Also, the results showed that there is a significant relationship between perfectionism, personality traits and academic enthusiasm with academic stress. In addition, the results of the path analysis showed that academic enthusiasm plays a mediating role in the relationship between perfectionism and openness to experience with academic stress. The findings of the present research have practical implications for educational psychologists and school counselors for preventive educational interventions to control and prevent academic stress of students

The aim of present study was to investigate the effectiveness of cognitive-behavioral stress management training on emotion, stress and academic resilience of 11th grade female students in Ahvaz. The method of the present study was quasi-experimental with pre-test and post-test design with a control group. The statistical population of the study included all 11th grade female students in Ahvaz in the academic year 2022-2023. For this purpose 40 female students were selected using the multi-stage cluster sampling method and were randomly divided in to two experimental and control groups. To collect data, Pekrun, Goetz and Perry`s Achievement Emotions Questionnaire (2005), Gadzella`s Student-Life Stress Inventory (1991) as well as Samuels`s Academic Resilience Questionnaire (2004) were used. The experimental group received stress management based to cognitive-behavioral training based on the model of Antoni, Ironson and Schneiderman(2007) in 10 sessions of 90 minutes, while the control group did not receive any training. The data were analyzed by using Covariance analysis and SPSS-26 software. The result showed that stress management training based to cognitive-behavioral had significant effect on academic emotion (F=45/53, p=0/001), academic stress (F=227/55, p=0/001) and academic resilience (F=237/92, p=0/001) of students. Cognitive-behavioral stress management training had effects on increasing positive emotions, reducing negative emotions such as stress and anxiety, and increasing students' resilience.

One type of stress related to learning environments is academic stress, which affects millions of students worldwide annually. This study was conducted to predict the level of academic stress using maladaptive attitudes and self-defeating thoughts with the mediating role of mindfulness in high school students in Torkaman city.

The research method was correlation. The statistical population of the study was all high school students in Torkaman city in the academic year 2020-2021. A sample of 361 students was selected using multi-stage sampling. The research instruments included the Gadzela academic stress questionnaire (1991), the Hollon and Kendall self-defeating thoughts questionnaire (1980), the long version of the Weisman and Beck irrational beliefs scale (1978), and the five-factor mindfulness questionnaire by Baer and colleagues (2006).

The results of the structural equation modeling indicated a direct relationship between maladaptive attitudes and academic stress (β = 0.42, p < 0.001), an indirect relationship between maladaptive attitudes and academic stress through mindfulness (β = -0.17, P < 0.05), a direct relationship between negative self-defeating thoughts and academic stress (β = 0.4, p < 0.001), and an indirect relationship between negative self-defeating thoughts and academic stress through mindfulness (β = -0.14, P < 0.05). Therefore, the research model was confirmed based on significant indices and fit.

This study, by investigating the dimensions of academic stress, negative self-defeating thoughts, and maladaptive attitudes in students, has taken a preliminary step towards creating a psychological therapy model in the future

Academic life is one of the most important aspects of each person's life that can affect other aspects of life. While the issue of academic decline and low level of academic performance of pupils and students is one of the main problems of the academic life of individuals and the educational system of each country; Accordingly, this study was conducted to investigate the prediction of academic performance based on Internet addiction and academic stress in male high school male students in Ahvaz. In this correlational study, the statistical population consisted of all male high school students in Ahvaz in the academic year 2020-2021, which were selected as a sample by stratified cluster sampling of 255 people. To collect data to assess academic performance index, students' GPA and questionnaires of Internet Addiction of Young (1988) & academic stress of Sun, Don, Hu and Zhou (2011) were used. Data were analyzed by using pearson correlation and step wiseregressionsThe results showed that internet addiction had a negative and significant relationship with academic performance and academic stress had a negative and significant relationship with academic performance. Internet addiction and academic stress predicted 44% of the variance related to students 'academic performance, and internet addiction had a greater share in students' academic performance. According to the results, the importance of paying attention to internet addiction and academic stress in academic performance is felt more than before. Academic performance seems to be influenced by other factors and their interactive effects.

The present study was conducted with the aim of determining the effectiveness of education based on the academic achievement identity model on academic stress and academic adjustment. This research was a quasi-experimental study with a pre-test, post-test and follow-up stage (two months) with a control group. The statistical population of the research consisted of all the male students of the first secondary school in Qom city who were studying in the academic year of 1400-1401. Among the statistical population, 60 people were selected by purposeful sampling and randomly assigned to two experimental and control groups. First, a pre-test was taken from both groups using the academic stress and academic adjustment questionnaire, then the students (during 7 sessions), their parents (during 7 sessions) and the school staff and parent's association of the respective schools (during 6 sessions) received the relevant parts of the educational package of the academic achievement identity. At the end, post-test and follow-up test (two months) were taken from both groups. The data were analyzed by factor analysis method with repeated measurements and using SPSS22 statistical analysis software. The findings showed that education based on the academic achievement identity model is effective in reducing academic stress (F=84.482 and P=0.000) and is effective in increasing academic adjustment (F=57.843 and P=0.000). Therefore, it is concluded that education based on the model of academic achievement identity on students in the first secondary period, apart from encouraging them to acquire a academic achievement identity in the identity search period, It reduces their academic stress and increases their academic adjustment.

Online training is provided in a suitable context for the emergence and expression of talents, capabilities, creativity and innovations. Self-regulation skills are effective in academic stress. Self-regulation strategies and skills are popular topics that have become an important focus of research and one of the basic axes of education. Arabic lesson is mandatory in the education system of the country; however, students do not have problems, progress and success in this lesson due to various reasons. In the present study, the role of self-regulation skills in the academic stress of the lesson caused by the online education of secondary school Arabic students has been investigated. The method of the present study was descriptive (correlation). The statistical population of the research included high school students in Gorgan in the academic year of 1400. The number of 429 students who have completed the online questionnaire accurately has been investigated as a research sample. The data collection tools were Sun et al.'s academic stress questionnaires and Bouffard's academic self-regulation questionnaires. The data obtained from the implementation of the questionnaires were entered into the statistical analysis package (SPSS) and analyzed with statistical methods. The results showed that there is a significant relationship between students' self-regulation skills and stress in online Arabic language education, and there was a significant difference between male and female students in terms of academic stress and self-regulation skills. Considering the significant relationship between self-regulation skills and academic stress and the role of self-regulation skills in academic students, the design and implementation of a program to teach self-regulation strategies and counseling psychological students in the field of academic stress can improve academic progress. Strengthening the academic and educational performance of students will help them succeed in foreign language courses, including Arabic.

Students with special learning disabilities face a number of problems in their study process that require specific intervention programs. This study was conducted with the aim of developing and validating the acceptance and commitment education program and determining its credibility and efficiency on the level of stress, burnout and academic resilience of students with special learning disabilities. This study was a mixed study. First, a commitment and commitment training package was developed. After accreditation, during the design of several baselines with different subjects, 3 students with special learning disabilities were selected by available sampling method. The effectiveness of the Acceptance and Commitment Training Package was assessed in three phases (baseline, 8 sessions of treatment and follow-up), The data were collected using Samuel's resilience questionnaires, school burnout, and Gadzella's academic stress. Data were analyzed by visual drawing. The results of the visual analysis of the data showed that the "Acceptance and Commitment Training" program has sufficient validity and is effective in reducing stress and academic burnout and increasing the academic resilience of students. Due to the validity of this program and its effectiveness on different educational variables in the group of students with special learning disabilities, this study provides a basis for examining the effectiveness of this program on other psychological variables in different groups of students with special needs. It does.

The present research investigates the role of negative perfectionism and experiential avoidance in academic stress with the mediating role of fear of negative evaluation in Yazd University students. The type of research is descriptive correlation. The statistical population of research are all 14470 students of Yazd University who were studying in the academic year 2021-2022, of which 384 were selected by the available method and using Morgan table. Theresearch instruments included the standard questionnaires of perfectionism of Hill (2004), the acceptance and practice questionnaire of Bond et al. (2011), Fear of Negative Assessment of Watson & Friend (1969), and Godzella SLSI Student Stress Scale (1991). The validity of the questionnaire is confirmed by using the divergent validity method with PLS software and the reliability of the questionnaire is confirmed by using Cronbach's alpha test. Data analysis is performed using SPSS26 and SmartPLS2 software’s. The results showed that the two variables of negative perfectionism and experiential avoidance have significant effect on predicting academic stress. The two variables of negative perfectionism and empirical avoidance have significant effect on predicting academic stress with the mediating role of fear of negative evaluation.

The aim of the present study was the mediating role of procrastination and academic involvement in the academic stress model based on cognitive-emotional regulation. This research is a correlational study in terms of practical purpose and in terms of data collection method. The statistical population of the research included the students of a military university in Tehran in the academic year of 1400-1401. Among them, 374 people were randomly selected as the research sample using available sampling method. The tools used to measure the findings in this research included Rio's academic engagement (2013), Garnevsky et al.'s (2001), academic procrastination by (1984), and Godzilla's academic stress (1991). Validity The form and content of this tool were confirmed by experts in this field and their reliability was used based on Cronbach's alpha test. Mean, standard deviation, kurtosis and distribution matrix were used to describe the research conditions, and path analysis and structural equation model were used in SPSS and LISREL software to generalize the sample data to the population and check the research model. The research findings indicate that the direct effects of academic stress on academic procrastination, academic involvement and cognitive regulation of emotion, the direct effect of academic procrastination on cognitive regulation of emotion, and the direct effect of academic conflict on cognitive regulation of emotion are all at the 0.01 level of significance. they have In addition, the structural equation test confirms the mediating role of procrastination and academic engagement in the academic stress model based on cognitive-emotional regulation.

This research was conducted with the aim of investigating the relationship between love failure and academic stress of students through the mediation of cognitive emotion regulation.

The method of the current research is a correlational description. The statistical population of this research was made up of all the students of Zanjan University in the academic year of 2021-2022, and 305 people were selected by available sampling method and participated in this research. The instruments included Ross' love shock questionnaire (1999), cognitive emotion regulation questionnaire (PCERQ) and academic stress by Zajacova et al. (2005). Structural models with partial least squares approach were used for data analysis.

Data analysis showed Love failure has a positive correlation with academic stress (t=2.36, p=0.011) and a negative correlation with the variable of emotional cognitive regulation (t=- 4.50, p=0.000). Also, between cognitive regulation A significant relationship between excitement and academic stress was obtained (t=62.16, p=0.000).Finally, by using the Seville test, the mediating role of cognitive regulation of emotion in the relationship between love failure and academic stress with a path coefficient of -0.62 and The value of t= -17.14 was confirmed.

In addition to expanding the theoretical foundations of the subject under study, this research included concepts to understand the negative effects of love failure among people. In order to reduce the consequences of love failure, especially in the field of education, by holding educational workshops based on mindfulness and teaching emotional regulation of students, a firm step can be taken in line with the research goals.

The present study was conducted with the aim of investigating the effectiveness of the educational package of acceptance and commitment therapy on academic stress and social anxiety of second-year high school students. The current research was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the research consisted of all the male students of the second secondary school in Ahvaz city in the academic year of 1400-1401. The sampling of this study was one-step cluster sampling with screening of adolescent academic stress and social anxiety test and 30 people who had a standard deviation above the average in this test; Were selected and randomly divided into two groups of 15 experimental and control. The experimental group received the treatment intervention based on acceptance and commitment in 8 sessions of 90 minutes. The data collection tool in the present study was a questionnaire. which includes academic stress questionnaires ASQ and adolescent social anxiety (SAS-A). The data collected in the present study were analyzed by multivariate analysis of covariance (MANCOVA) and univariate (ANCOVA) methods. The findings of covariance analysis showed that the treatment based on acceptance and commitment is effective in reducing academic stress and social anxiety of students. Therefore, based on the results of this research, it is recommended to hold treatment courses based on acceptance and commitment in order to reduce academic stress and social anxiety.

Among the various teaching methods, the flipped classroom is one of the active learning approaches that has been welcomed by many teachers and researchers in an effort to meet the changing needs of the new age. The aim of this study was to compare the effect of flipped classroom teaching and traditional teaching methods on students' achievement motivation and academic stress in English language course. In this before and after quasi-experimental study, 30 students in the second semester of Birjand University underwent sampling by available sampling method and were randomly assigned to two experimental and control groups (15 people in each group). The intervention was performed in flipped class for the experimental group and in the traditional way for the control group. The research instruments included demographic information form, Bhargava Progress Motivation Questionnaire and Gadzella Academic Stress Questionnaire. Data were analyzed using descriptive tests such as mean and standard deviation and inferential statistics such as independent t-test and analysis of covariance in SPSS software. The results showed that the flipped learning method compared to the traditional method had a significant effect on improving students' motivation for achievement and academic stress in English language courses. Therefore, using the flipped class method to teach English is recommended to professors, teachers and programmers in this field.

This article investigates the adverse effects of the COVID-19 pandemic on academic education. Limited time and resources makes it necessary to prioritize negative consequences based on their risk in a preventive manner. An effective tool for this matter is the analysis of potential failure modes and effects (FMEA). The negative consequences of the coronavirus pandemic are categorized and prioritized based on the severity, ways of diagnosis, and the probability of occurrence, using FMEA. In this study, using a survey of 120 participants, common failure modes, severity, occurrence likelihood, and preventive detection methods were investigated, and the intensity and occurrence numbers were assigned based on expert opinions. Finally, the listed breakdowns were ranked in order of deterioration. Also, corrective actions were provided to eliminate or reduce the effects of failure of the mentioned cases, and the risk priority number was re-predicted. At the end, effective solutions were presented as a list.

The purpose of this study was to investigate the mediating role of academic emotions (positive and negative) and psychological well-being in the relationship between perfectionism and academic stress in undergraduate students of Mohaghegh Ardabili University. The present study was conducted purposively and the method of data collection was descriptive correlation. The statistical population of the study included all students of Mohaghegh Ardabili College who were studying in the academic year 2019-2020. 370 subjects were selected as sample size by multistage clustering method. Academic Stress Questionnaire (ASQ), Perfectionism Questionnaire (PANPS), Academic Emotions Questionnaire (AEQ) and Psychological Well-Being Questionnaire (RPWBQ) were used. The results showed that positive perfectionism has a negative relationship with academic stress and negative perfectionism was positively related to academic stress, positive academic emotions were negatively related to academic stress, and negative academic emotions were positively related to academic stress. There was a negative relationship between psychological well-being and academic stress. Due to the indirect statistical theorem (T-subel) and VAF index, the mediation of negative and positive academic emotions and psychological well-being was found between positive and negative perfectionism variables with significant academic stress. According to the results, it is suggested that due to the important and significant role of academic emotions as a mediating variable, the positive and negative academic emotions of students should be identified, and by strengthening positive emotions and reducing negative emotions and improving well-being, the foundation for reducing academic stress in students should be established.

The purpose of this study was to investigate the mediating role of perception of creative educational environment and academic procrastination in the relationship between academic stress and academic burnout. This research adopted a correlational design and used structural equation modeling to analyze the relationship between the variables. The population of this study included all students of senior high schools in Sanandaj in the academic year 2018-2019. Of these students, 250 students were selected as the study sample using a random multistage cluster sampling method. The participants were asked to fill out the following questionnaires: creative educational climate, academic procrastination, academic burnout, and academic stress. Data analysis was performed using structural equation modeling, SPSS (version 22), and AMOS (version 24). The results showed that the research model provided the optimal fit to the data. Furthermore, the results showed that while academic procrastination had a positive and significant direct effect on academic burnout, academic stress and creative educational environment did not have a significant effect on academic burnout. Creative educational environment had a significant negative effect on academic procrastination, but academic stress had no significant direct effect on academic procrastination. Also, academic stress had a negative and significant direct effect on the creative educational environment. Regarding the indirect effects, the results showed that academic stress had an indirect effect on academic burnout through the mediating role of creative educational environment and academic procrastination. However, academic stress did not have an indirect effect on academic procrastination through the mediating role of creative educational environment. Also, creative educational environment had an indirect effect on academic burnout through the mediating role of academic procrastination. According to the obtained results, by reducing academic stress and creating a creative educational climate, procrastination can be improved and academic burnout among students can be reduced.

The purpose of this research was to test the model of relationship between professors' autonomy support and parental psychological control with critical thinking through the mediation of academic stress of female students. The statistical population was all female students of psychology, educational sciences and counseling at University of Khuzestan province Payam Noor. The research sample subsumed 480 subjects who were selected voluntarily. The research design was correlational. to collect data Belmont, Skinner, Welborn, and Connell's (1988) Teachers' Autonomy Support; Barber's (1996) Parental Psychological Control; Sevari Academic Stress (2019) and Critical Thinking by Wang et al. (2019) questionnaires were implemented. After modifying the proposed model, the findings related to direct relationships showed a negative relationship between professors' support for autonomy and academic stress; positive relationship between parental psychological control and academic stress; There was a negative relationship between parental psychological control and critical thinking, and a significant positive relationship between professors' support for autonomy and critical thinking, but the relationship between academic stress and critical thinking was not significant. The results related to indirect hypotheses showed that the relationship between professors' support of students' autonomy and critical thinking through academic stress and the relationship between parental psychological control and critical thinking through academic stress was significant.