Esfandiar Sepahvand; Manijeh Shehni Yailagh; Sirous Allipour Birgany; Naser Behroozi
Abstract
The purpose of this study was testing a model of causal relationships of family communication patterns (conversation and conformity), metacognition and personality traits (openness to experience and conscientiousness) with critical thinking disposition mediated by epistemic beliefs of female high school ...
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The purpose of this study was testing a model of causal relationships of family communication patterns (conversation and conformity), metacognition and personality traits (openness to experience and conscientiousness) with critical thinking disposition mediated by epistemic beliefs of female high school students in Ahvaz, in 2016. The sample consisted of 402 high school students who were selected by multi-stage random sampling method. In this study, five questionnaires were used for collecting data, Family Communication Patterns of Koerner and Fitzpatrick, Metacognitive Awareness of Schraw and Dennison, NEO Five-Factor Questionnaire, Epistemic Beliefs of Bayless and Critical Thinking Disposition of Ricketts. Structural equation modeling (SEM) method was used for analyzing the data. The results showed that all the path coefficients were statistically significant. The relationships of conversation, metacognition, conscientiousness, openness to experience and epistemic beliefs with critical thinking disposition were positive and significant and the relationship of conformity with critical thinking disposition was significant but negative. The model fit indices showed that the model fitted the data properly. The indirect paths were also tested, using bootstrap procedure of Preacher and Hayes. The results indicated that all the indirect hypotheses have been confirmed.
S. AllipourBirgani
Volume 19, Issue 2 , December 2012, , Pages 213-232
Abstract
The purpose of this study was to examine the simple and multiple relationships of parenting styles (authoritative motherhood, authoritative fatherhood, authoritarian motherhood, authoritarian fatherhood, permissive motherhood and permissive fatherhood) and adjustment (social, emotional, goal involvement ...
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The purpose of this study was to examine the simple and multiple relationships of parenting styles (authoritative motherhood, authoritative fatherhood, authoritarian motherhood, authoritarian fatherhood, permissive motherhood and permissive fatherhood) and adjustment (social, emotional, goal involvement and academic) in students. The statistical population of this study included Shahid Chamran university students in Ahvaz. From this population, a total of 182 students were selected by multistage random sampling method. The Parental Authority Questionnaire (PAQ) and Student Adaptation to College Questionnaire (SACQ) were used to collect the data. The results of simple correlation analysis showed that there were positive correlations between permissive and authoritative motherhood and authoritative fatherhood, and negative correlations between authoritarian motherhood and authoritarian fatherhood with overall adjustment and academic adjustment. Authoritative motherhood, permissive motherhood and permissive fatherhood were positively related to social adjustment of students. Authoritative motherhood and authoritative fatherhood were positively related to emotional adjustment and authoritarian motherhood and authoritarian fatherhood were negatively related to emotional adjustment. There were positive correlations of authoritative motherhood, permissive motherhood authoritative fatherhood and permissive fatherhood with goal involvement and there was negative correlation between authoritarian fatherhood and goal involvement. The Multiple correlation analysis using Canonical Correlation coefficients showed that the strongest relationship of predictive variable set with the criterion variable set, was between fatherhood authoritative parenting style and academic adjustment.
S. Allipour Birgani; G.H. Maktabi; M. Shehni Yailagh; N. Mofradnejad
Volume 18, Issue 2 , December 2011, , Pages 135-154
Abstract
The purpose of this study was to investigale the relationship of personality traits with academic self-handicapping and the comparison of parenting styles in terms of the later variable in the third grade of high school students in Behbahan. Statistical population included the third- grade high school ...
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The purpose of this study was to investigale the relationship of personality traits with academic self-handicapping and the comparison of parenting styles in terms of the later variable in the third grade of high school students in Behbahan. Statistical population included the third- grade high school boys and girls in academic year of 1389-1390. 353 students were selected from this population by multistage random sampling method, including 175 boys and 178 girls. Academic self handicapping questionnaire, parenting style questionnaire and NEO personality questionnaire were used to measure variables of the study. Statistical methods of one way analysis of variance (ANOVA) and multiple regressions (Enter and Stepwise) were used for data analysis. ANOVA results indicated that there were significant differences between parenting styles in regard of academic self handicapping. The results of multiple regression analysis by enter method showed that 16% of the academic self handicapping variance was explained by personality variables. Also result of multivariate regression analysis by stepwise method showed that neuroticism and openness to experience were able to predict academic self handicapping.
