F. Elhampour; M. Mehrabizadeh; H. Shokrkon
Abstract
This research project examined the relationship between vocational interests, values and attitude regarding educational performance in teachers of high schools and preuniversity schools of theoretical branches in city of Dezful. In the this study vocational interests, values and attitude were considered ...
Read More
This research project examined the relationship between vocational interests, values and attitude regarding educational performance in teachers of high schools and preuniversity schools of theoretical branches in city of Dezful. In the this study vocational interests, values and attitude were considered as predictive variables. While educational performance served as criterion variable. In this study, 220 teachers of high schools and preuniversity level (100 females and 120 males) were randomly selected. The instruments used in this research consisted of Halland Interest Inventory, Study of Values from Ailport et. al., and Minnesota Teacher Attitude Inventory. The methods of analysis of the data included simple correlation and multiple correlation. The statistical analysis of data resulted in statistically significant correlation between artistic interest and educational performance was positive in female teachers. The correlation between economic value and educational performance in female subjects was negative and statistically significant. The correlation between social value and educational performance was positive in female teachers but negative in male teachers. No statistically significant correlations were found between other vocational interets, values and attitude with educational performance. The result of multiple regression showed that the multiple correlation coefficient between predictive variables and criterion variable were greater than simple correlition between each of predictive variables and criterion variable. In this study the significance level of the statistic tests was P=0.05.
M. وردی; M. Mehrabizadeh Honarmand; B. Najarian
Abstract
The purpose of this research was to examine the relationship between perfectionism and psychological hardiness with mental health and academic performance. The sample consisted of 300 girls randomly selected from preuniversity schools of four educational districts in Ahvaz. Subjects were asked to fill ...
Read More
The purpose of this research was to examine the relationship between perfectionism and psychological hardiness with mental health and academic performance. The sample consisted of 300 girls randomly selected from preuniversity schools of four educational districts in Ahvaz. Subjects were asked to fill out the Ahvaz Perfectionism Scale (APS), Ahvaz Hardiness Inventory• (AHI), and Symptom Checklist 90-Revised (SCL 90-R). Students’ GPAS for the previous three years and their GPAS for the last semester were used as their academic performance. The results of the research indicated that perfectionism had a negative relation with mental health, but no correlation with academic performance. Psychological hardiness had positive relations with mental health and academic performance. Moreover, multiple correlation coefficient between perfectionism and psychological hardiness and mental health were not significantly higher than their simple correlation coefficients. Multiple correlation coefficient of perfectionism and psychological hardiness and academic performance was significantly higher than simple correlation of each of the mentioned variables.