Abstract
The purpose of this study was to test the hypothesized causal model of antecedents and consequences of teachers’ resiliency in different education levels. The statistical population consisted of all teachers working in primary, middle and secondary education in the city of Bushehr, of which 400 ...
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The purpose of this study was to test the hypothesized causal model of antecedents and consequences of teachers’ resiliency in different education levels. The statistical population consisted of all teachers working in primary, middle and secondary education in the city of Bushehr, of which 400 teachers were selected by multistage cluster sampling. Connor-Davidson Resilience Inventory (2003), Work Preference Scale Amabile et al ,Emotion Regulation Questionnaire John and Gross (2003), Life Orientation Test Scheier and Carver (1994), General Self-Efficacy Scale Sherer and Maddox (1982), Multidimensional Scale of Perceived Social Support Zimet et al (1988), The Coping Inventory for Stressful Situations Endler and Parker (1990), job performance questionnaire Patterson (1970), Family Questionnaire Asptain and Baldwin (1983) , Quality of Life Questionnaire Weir and Sherbon (1992) and King Spiritual Intelligence Questionnaire (2008) were used to collect data. Structural Equation Statistical method also used to test the research hypotheses. The results of direct relations antecedent resiliency variables in a given model showed that paths between coping strategies, internal-external motivation, emotional regulation, family performance and spiritual intelligence and resiliency is significant, but direct relationship between social support and optimism and resiliency variables were non-significant. Also, direct relationship between resiliency with outcome variables such as quality of life and job performance were significant but there was not significant relationship between resiliency with self-efficacy. Overall, the model results show that the proposed model indices’ fitness is acceptable. In order to better fitness, a modified version was evaluated. The results imply the improvement of fitness of modified model.
Leila Soleimani; Yusuf Dhghni
Abstract
Develomental assets consist of opportunity, values and skills that increase adolescents' achievements at school and result in reduction of risky behaviors and play a protective role in psychological well-being. Current study aims to review mediating role of psychological capital in relationship between ...
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Develomental assets consist of opportunity, values and skills that increase adolescents' achievements at school and result in reduction of risky behaviors and play a protective role in psychological well-being. Current study aims to review mediating role of psychological capital in relationship between developmental assets and academic achievements. For this purpose, 463 students (junior and senior high-school) of Bushehr city (259 boys and 204 girls) were selected by cluster sampling method and they responded to Developmental Assets Scale of Minnesota and Psychological Capital Scale of Luthans. Structural equation modeling was used and the results of analyzing data indicated that there was a meaningful and positive relationship between psychological capital and developmental assets. Also, meaningful relationship between psychological capital and educational achievements, mediated by developmental assets was obtained. The results of structural equation modeling suggests that the model fitted the data. With regard to these findings, it can be said that psychological capital has a mediating role in the relationship between developmental assets and educational achievements. Accordingly, with regard to such variables as developmental assets and increase of psychological capital, the rate of students' academic achievements could be increased.
M. Shehni Yailagh; S. M. Golestaneh; J. Haghighi; A. Neisi; F. Kianpoor Ghahfarokhi
Volume 17, Issue 1 , June 2010, , Pages 1-32
Abstract
The purpose of the present study was to investigate the effect of academic motivation training on cognitive-adaptive/maladaptive, and behavioral-adaptive/maladaptive motivational dimensions and academic performance of second grade male high school students. Academic motivation training (during 16 instructional ...
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The purpose of the present study was to investigate the effect of academic motivation training on cognitive-adaptive/maladaptive, and behavioral-adaptive/maladaptive motivational dimensions and academic performance of second grade male high school students. Academic motivation training (during 16 instructional sessions) was independent variable and cognitive-adaptive motivational dimension (self efficacy, valuing and mastery orientation), behavioral-adaptive motivational dimension (persistence, planning and task management), cognitive-maladaptive motivational dimension (failure avoidance, uncertain control and anxiety), behavioral-maladaptive motivational dimension (disengagement and self handicapping) and academic performance were dependent variables. The present study was an experimental design with pretest-posttest and control group. The instruments of this study include the Motivation and Engagement Scale - High School (MES-HS) of Martin, Self-Regulated Learning Strategies (SLRS) of Zimmerman and Martinez-Pons, and Motivated Strategies for Learning Questionnaire (MSLQ) of Eccles. The sample consisted of 60 second grade male high school students (2008-2009), who were selected randomly by multi-stage sampling method. The results of MANCOVA showed that academic motivation training caused significant improvement in students' self efficacy, valuing, mastery orientation, persistent, task management and academic performance. Also, the results indicatd that academic motivation training caused significant decrease in students' anxiety, failure avoidance and uncertain control. But, there was no significant improvement in students' planning, self handicapping and disengagement.
