جستجوی مقالات مرتبط با کلیدواژه "emotional self-efficacy" در نشریات گروه "پزشکی"

Background &

Always, various causes and factors can be considered in academic progress. One of these factors is academic hope, considering more than 20 years of research in the field of hope, it shows that students are more hopeful in education and life , show better performance than less promising students. The hopeful thought indicates the belief that the path to the goals can be found and motivates the use of that path, and as a result, hope directs people's feelings and well-being and is an essential part of happiness and fulfillment in life. Hopefully, education can prepare the learner for life and having a better and dynamic future and has a close relationship with academic progress. Students who are emotionally and cognitively involved with learning, spend more time and effort on studying and have higher academic progress, cope with their academic needs appropriately, and solve problems. The period of education is over. A detailed examination of the issue of educational progress and the factors affecting it should be the top priority of the education workers of that society. Because improving the academic status of learners is one of the basic goals of contemporary education systems. Academic hope is one of the factors influencing academic progress. Hope is not a feeling, but a dynamic motivational cognitive system that promotes the academic progress of students. Studies have shown that hope is a reliable predictor of academic success and is a basic need for students. In other words, hope is related to more competence in many areas of life, such as education. Hope empowers students to overcome problems by focusing on success, and by increasing this possibility, they achieve their goals. Psychologists consider hope as a feeling of vitality that is experienced when a person expects a better future ahead of their eyes. Hope facilitates crossing important obstacles and deep abysses along the way. Hope gives a person the courage to face difficult situations and find the ability to overcome them. In the theory of hope, it is assumed that the failure to achieve the goals, repeatedly and comprehensively, reduces the thinking of the agent and the passage and as a result, the hope, and this is the first stage of depression. On the other hand, creative thinking skills are important cognitive aspects that are needed for meaningful learning in all disciplines. Creative thinking skills aim to combine ideas, create new ideas, and determine the effectiveness of existing ideas. Considering the importance of the discussion of learning and education in the education system and the relationship between academic progress and thinking in order to direct the effective education of students, the aim of the study was to investigate the mediating role of emotional self-efficacy in the relationship between creative thinking and academic hope.

This research is based on the type of applied goal and is considered among the descriptive research, and the method used in this research was a correlation survey using structural equations. The statistical population of this study included male students of the first and second high schools of Kazeroon city. In this research, a multi-stage cluster sampling method was used. This article was taken from the doctoral thesis and was carried out under the supervision of the ethics committee of the Islamic Azad University of Morovdasht with the code of ethics IR.IAU.M.REC.1403.224. The multi-stage cluster sampling method in this research is as follows: Kazeroon City was divided into Kazeroon, Khesht, Kanaratakhteh, Baladeh, and Jareh cities. First, from these 5 cities, the number of secondary schools for boys through education and the number of students in the second and third levels of education were investigated, and then a random sample of those who were eligible and willing to cooperate was selected from each school. The questionnaire was distributed among them. 266 students were selected as samples. In this research, in order to collect data, Peter Hani's standard creative thinking questionnaire was used in the two dimensions of analytical thinking and innovation and creativity thinking, and Sohrabi and Samani's educational hope questionnaire, in the two dimensions of agency and crossings, and the 32-question emotional self-efficacy questionnaire. For data analysis, the approach of variance-based structural equations was used using smartpls4.0 software.

The qualitative results of the reflected research showed that to develop media and information literacy, it is necessary to act in three areas: access, evaluation, and application. For example, to improve the fields of sports science students, responsible and involved institutions should develop internet infrastructure and communication networks.

In general, it can be stated that the results of the research show that the development of media and information literacy among sports science students in Mazandaran universities requires focusing on three key areas: access to information, evaluation of information, and application of information. Improving access to reliable information sources is the first step in this direction, which enables students to access up-to-date scientific data.

Entrance to university is associated with novel experiences, like communication with the purpose of new experiences, e.g., a relationship with the opposite gender. Moreover, being distanced from the family increases the occurrence of emotional needs and the probability of being involved in romantic relationships. During this period, the occurrence of the phenomenon called love, i.e., among the signs of dependence in any person is predictable. However, it is not the case for every amorous relationship to be successful, and those who experience romantic failure present various signs. For the first time, the signs of love shock include a set of severe signs, which occur, with the unsettlement of romantic relationships, and a decrease in self–esteem and emotional self–efficacy. To treat mental problems, which occur in individuals following failure in love, in addition to pharmacotherapy, there are various psychological treatments; among which is the cognitive–behavioural Treatment (CBT). Research about the effectiveness of CBT on outcomes caused by love failure is scarce. Furthermore, there is a high prevalence of romantic failure among the students, i.e., associated with undesirable outcomes (academic failure, self–esteem decrease, self–efficacy decrease, & even committing suicide), and damaged elegance in girls following these matters. Therefore, the present research aimed to explore effects of CBT on the self–esteem and self–efficacy of female students who had experienced love failure.

This was a quasi–experimental study with a pretest–posttest and a control group design. Ross’s Love Shock (1999), Rosenberg’s Self–Esteem (1965), and Kirk et al.’s Emotion (2008) questionnaires were applied for data collection. Then, the test group subjects were weekly involved in CBT for eight 2–hour sessions; however, the control group received no intervention. The above–mentioned questionnaires were completed in 2 stages; after the end of the CBT course, and three months after the last treatment session. To determine the normal distribution of the collected data Shapiro–Wilk test was implemented. Moreover, for analyzing the research findings, the Independent Samples t–test and repeated–measures Analysis of Variance (ANOVA) were applied using SPSS at a significance level of 0.05.

The Shapiro–Wilk test data confirmed the normal distribution of data. The repeated–measures ANOVA data revealed that after the omission of the pretest effect on the dependent variables of self–esteem and emotional self–efficacy, there were significant differences in the self–esteem (p<0.001) and emotional self–efficacy (p<0.001) between the test and control groups.

According to this research, 8 sessions of CBT could increase self–esteem and emotional self–efficacy in females having love failure experiences. The main effective factor of CBT in the improvement of self–esteem and self–efficacy was the cognitive aspect of the treatment; it leads to a more effective cognition of behavioural and emotional variations in individuals. Besides, CBT could cause emotional and behavioural varieties in individuals. CBT could also improve self–esteem and emotional self–efficacy in those with emotional failure experience. This goal is achieved through the adjustment of ineffective cognitive characteristics, such as automatic thoughts, mediating beliefs, and fundamental beliefs, which cause deficiencies in self–esteem and self–efficacy. Therefore, CBT could improve happiness, the feeling of inner satisfaction, mental well–being, and life quality of those with the experience of romantic failure.

The purpose of this study was to investigate the relationship between academic vivacity based on academic meaning and emotional exhaustion with the mediating role of students' emotional self-efficacy. The research method was applied research based on the communication model and according to structural equations, it was a kind of descriptive-correlational research. The statistical population of the study consisted of all students of Payam-e-Noor University of Marivan during 1396 to 1397 that 350 students were selected based on Morgan table and by stratified random sampling. Moreover, a standardized questionnaire of academic vitality was used for data collection such as Hossein Chari and Dehghanizadeh (2012), the educational meaning of Pekran (2005), emotional purity of Shaofli and Wondering (1994) and emotional self-efficacy of Khodayari Fard et al. (2011). Then the hypotheses were tested using the structural equations of the path using lisrel and spss software. Data analysis showed that, there was a significant relationship between academic meaning and emotional exhaustion and academic vitality with the mediating role of emotional self-efficacy. (P = 0/001). According to the results, it can be said that academic vitality, meaning of life and emotional exhaustion were the factors affecting students' emotional self-efficacy. It should be noted that the present study has some limitations including only a limited number of variables and self-reporting tools. Finally, it was suggested that other mediating variables and various tools will be studied in future.

Given the necessity and importance of addressing academic resilience as one of the less explored areas to find academic motivation in the educational system, the present study aimed to investigate the factors that affect students’ academic resilience in Bushehr University of Medical Sciences in 2015.
This correlational study was performed in the form of a causality model by using path analysis model. For this purpose, 237 students of Bushehr University of Medical Sciences were selected by stratified random sampling. Subjects responded to Samuels’ Academic Resilience Inventory (ARI), Martin and Marsh’s academic vitality, and Morris’s academic self-efficacy questionnaires. Data were analyzed in AMOS software using descriptive statistics, correlation coefficient tests, and path analysis and goodness of fit indices.
Academic and social self-efficacy had a direct effect on academic vitality and an indirect significant effect on resilience. Academic vitality had a direct positive effect on academic resilience. However, emotional self-efficacy did not have any significant direct or indirect effect on academic vitality.
Self-efficacy was an effective factor in academic vitality and teaching self-efficacy skills could lead to academic vitality. Also, programs should be planned to enhance students’ academic resilience, coping with stress and academic success.