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

Body image is a multifaceted construct and has been the subject of many recent studies in the field of psychology and social sciences. In this research, we aim to investigate the relationship between social self-efficacy and body image concern in female adolescents.

This is a descriptive correlational study with a cross-sectional design. Participants were 117 second-grade high school female students in Kavar County, Fars Province, Iran, in the academic year 2016-2017, who were selected using a multi-stage cluster sampling method. The data collection tools included Littleton’s body image concern inventory and Connolly’s adolescent social self-efficacy scale. The collected data were analyzed using Spearman’s correlation test and multiple linear regression analysis in SPSS software, version 26.

The mean score of social self-efficacy was 64.91±22.10, and the median, first quartile, and third quartile of body image concern were 72, 61.5, and 78.5, respectively. The results of Spearman’s correlation test showed a very strong and negative significant correlation between body image concern and social self-efficacy (P<0.001).

The officials and decision-makers in the field of mental health and education in Iran should design educational programs related to proper nutrition and physical activity for female adolescents to maintain their body weight within the normal range and consequently reduce their body image concern and increase their self-efficacy.

This study aimed to examine the mediating role of attachment styles to parents and peers in predicting aggression and social self-efficacy among adolescents.

This was a descriptive-correlational (predictive) study that regarded as an applicable study in terms of its objective. The statistical population included all adolescents referred to healthcare centers in Zahedan whom based on the latest statistics, were more than 190 adolescents. Using Morgan’s table, the sample size was determined 122 people. A convenience sampling method was applied to select the sample and the measurement tools were the Armsden and Greeberg Inventory of Parent and Peer Attachment (1987), the Buss and Perry Aggression Questionnaire (1992), and the Connolly Scale of Social Self-Efficacy (1989). Research hypotheses were analyzed using the stepwise regression analysis via SPSS ver.22.

Among the components of attachment to peers and parents, in the first step, feeling alienated with peers explained 11% of the variance and, in the second step, feeling alienated with parents explained 18% of the variance in aggression among the adolescents at the confidence level of 0.99. Additionally, among the components of attachment to peers, only the component of communication with peers predicted 2.5% of the variance in social self-efficacy at confidence level of 0.95.

Attachment to parents and peers is one of the important factors contributing to aggression and social self-efficacy among adolescents.

Happiness is one of the constructs derived from the positive psychology approach that has a positive effect on many variables. As a result, the aim of this study was to determine the relationship between spiritual intelligence and social self-efficacy with happiness in students.

This study was a cross-sectional from type of correlation. The research population was students of the Islamic Azad University of Sari branch in the academic years of 2020-21 about 3000 people. The sample size based on Krejcie and Morgan table was estimated to be 341 people who were selected by stratified sampling method according to gender. The research instruments were the King spiritual intelligence questionnaire (2008), Smith & Betz social self-efficacy scale (2000) and Argyle et al happiness questionnaire (1989). Data were analyzed by Pearson correlation coefficients and multiple regression with stepwise method in SPSS-22 software.

The results showed that spiritual intelligence (r=0.414) and social self-efficacy (r=0.544) had a positive and significant relationship with students' happiness (P<0.001). Also, the variables of spiritual intelligence and social self-efficacy were able to explain 29.1% of the happiness changes in students (P<0.05).

The results of the present study indicated the effective role of spiritual intelligence and social self-efficacy in explaining students' happiness. Therefore, in order to improve their happiness, can be improved their spiritual intelligence and social self-efficacy through workshops.

According to the evidence, academic procrastination is defined as postponing academic goals until the desired performance becomes very difficult and unpleasant. Academic procrastination is associated with negative functions, like obtaining low grades in courses as well as extensive anxiety and stress related to education, such as academic stress, test anxiety, and social anxiety. Such deficits not only hinder academic achievement but also adversely affect the quality of life of the learners. It is important to pay attention to it and examine the variables that affect it, including self–efficacy, perfectionism, and achievement emotions. Therefore, the present study aimed at investigating the role of social self–efficacy, perfectionism, and achievement emotions in predicting academic procrastination among 12th–grade male students.

This study was descriptive and correlational. The statistical population of the research included all 12th–grade male students in Mashhad City, Iran, in the academic year of 2018–2019. In total, 290 participants were selected among 1200 individuals, based on the formula proposed by Pedhazur and Schmelkin (2013) for sample size estimation in regression and multi–stage cluster sampling methods. The students were selected in three stages, using district, high school, and classroom sampling units. Initially, three boyschr('39') high schools were randomly selected from each education district. Then, two 12th grade students were randomly selected per high school. Accordingly, the selected students responded to the measurement scales in groups in classrooms. The inclusion criteria of the present study were having 15 to 18 years of age, no diagnosable physical and mental illnesses, and having the necessary knowledge to answer the questions. The exclusion criterion included having acute mental and physical problems effective in answering the questionnaire. The research instruments consisted of 4 questionnaires, as follows: the Academic Procrastination Scale–Student Form (Solomon & Rothblum, 1984), the Achievement Emotions Questionnaire (Pekrun et al., 2007), the Multidimensional Perfectionism Cognitions Inventory (Kobori & Tanno, 2005), and the Self–Efficacy Dimensions Questionnaires (Muris, 2001). Pearson correlation coefficient and multiple linear regression analysis were used in SPSS to analyze the collected data. The significance level for the tests was considered to be 0.05.

The present study results indicated a negative and significant relationship between social self–efficacy (r=–0.227, p<0.05), individual standards (r=–0.150, p<0.05), and positive achievement emotions (r=–0.456, p<0.05), and academic procrastination. There was also a positive relationship between excessive concern over mistakes (r=0.358, p<0.05), negative achievement emotions (r= 0.502, p<0.05), and academic procrastination. Furthermore, positive achievement emotions (ß=–0.256, p<0.001), negative achievement emotions (ß=0.277, p<0.001), and concern over mistakes (ß=0.188, p<0.001) predicted 0.31 of the variance of procrastination.

The present study findings indicated a significant relationship between social self–efficacy, perfectionism, achievement emotions, and academic procrastination. The obtained results also highlighted the role of significant predictors of positive and negative achievement emotions and concern over mistakes on academic procrastination.

 Happiness is one of the constructs derived from the positive psychology approach that has a positive effect on many variables. As a result, the aim of this study was to determine the relationship between spiritual intelligence and social self-efficacy with happiness in students. This study was a cross-sectional from type of correlation. The research population was students of the Islamic Azad University of Sari branch in the academic years of 2020-21 about 3000 people. The sample size based on Krejcie and Morgan table was estimated to be 341 people who were selected by stratified sampling method according to gender. The research instruments were the King spiritual intelligence questionnaire (2008), Smith & Betz social self-efficacy scale (2000) and Argyle et al happiness questionnaire (1989). Data were analyzed by Pearson correlation coefficients and multiple regression with stepwise method in SPSS-22 software. The results showed that spiritual intelligence (r=0.414) and social self-efficacy (r=0.544) had a positive and significant relationship with students' happiness (P<0.001). Also, the variables of spiritual intelligence and social self-efficacy were able to explain 29.1% of the happiness changes in students (P<0.05). The results of the present study indicated the effective role of spiritual intelligence and social self-efficacy in explaining students' happiness. Therefore, in order to improve their happiness, can be improved their spiritual intelligence and social self-efficacy through workshops.

  Cognitive and meta-cognitive strategies are among the most important tools for learning and self-efficacy and social adaptation of important components affecting the performance of students. The purpose of this study was to investigate the effectiveness of cognitive and meta-cognitive styles training on the level of learning, self-efficacy and social adjustment of students at Farhangian University in Mazandaran province.

The present study was quasi-experimental with pre-test, post-test and control group. The statistical population of the study consisted of all male students of educational sciences of Farhangian University of Mazandaran province in the academic year 1396-1395. A random sampling method was selected from universities of culture in the province, Farhangian University of Nowshahr. Then, 60 subjects were randomly assigned to experimental (30) and control (30 persons) groups. Then, social and social self-efficacy questionnaires of Sinha and Singh (1993) and social self-efficacy of Smith and Betz (2000) were used as a pre-test for both groups. Cognitive and metacognitive styles were applied to the experimental group in 10 sessions. At the end of this period, both groups completed the above questionnaires as post-test. Data were analyzed using covariance analysis.

The results of data analysis showed that cognitive and metacognitive training significantly increased social learning and social self-efficacy (p = 0.001), but there was no significant effect on social adjustment of scholars.

Considering the effectiveness of cognitive and metacognitive training, it is recommended to improve the academic status of students and increase social self-esteem.

Mindfulness is a method for knowing the present, in a non-judgmental way, and a way to minimize involvement in thoughts and feelings. The purpose of this study was to investigate the effectiveness of awareness education on social self - efficacy and resilience in the glass-dependent patients.

The present study is a quasi-experimental study with pretest-posttest design with control group. Research population include all men dependent on glass in Dezful city. The sample consisted of 34 subjects who were randomly selected from those who were referred to Dezful Hospital in summer of 2017 and were randomly assigned to experimental and control groups (each group was 17). The experimental group received 10 sessions of 90 minutes of mindfulness training and the control group did not receive an intervention. The groups completed the social self-efficacy questionnaire of Guardiola and Herbert and the Conner and Davidson Resilience Scale as pre-test and post-test. Data were analyzed using SPSS-21 software and multivariate analysis of covariance (MANCOVA).

The findings showed that there was a significant difference between the mean of social self-efficacy and the resilience of the experimental and control groups in the post-test. In other words, mindfulness training increased social self-efficacy and resiliency of glass-dependent men patients in Dezful city (P <0.001).

Considering the effect of mindfulness education on increasing social self-efficacy and resilience in glass-dependent patients, advisers, therapists and clinical psychologists recommend using this method to increase social and resilient self-efficacy in these individuals

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.