Fahimeh Ghahvehchi., Ali Fathi-Ashtiani, Parviz Azadfallah,
Volume 6, Issue 3 (9-2012)
Abstract
This
study was conducted to examine the relationship between meta cognitive beliefs
and female students’ test anxiety coping styles by considering the role of ambivalent attachment. In a correlative study, 202 female students in the third grade of Yazd’s
middle school were selected by random cluster sampling and then completed the
Spielberger Anxiety questionnaire, Meta cognitive Beliefs
Questionnaire and Collins and Raid attachment questionnaire. Pearson's correlation test and regression
analysis were used to analyze the data. The present study showed that there was a positive relationship between
test anxiety and cognitive beliefs, avoidant coping style, emotional-based coping style and ambivalent attachment. Also there was direct and significant relationship between meta cognitive beliefs and
avoidant coping style, issue-oriented
copying style, emotional-based coping style and ambivalent
attachment. Emotional coping styles were also
positively and significantly oriented with ambivalent attachment. Results of the step by step regression analysis
showed that meta cognitive beliefs explained 27% of the variance the test anxiety by
themselves, while the coping style along with meta cognitive
beliefs explained approximately 32% of the variance of test anxiety and if
ambivalent attachment added to meta cognitive beliefs and
coping style, 34% of the variance of test anxiety can be explained
approximately. Due to the effectiveness of the proper use of coping styles in dealing with the test anxiety, the
necessary trainings in this area can prevent
the students from being challenged by the test anxiety which could have many
negative effects on their performance. Also parents as
those having a role in the formation of their children’s attachment should
undergo necessary training.
Shima Razian, Ali Fathi-Ashtiani, Hamidreza Hassanabadi, Emad Ashrafi,
Volume 13, Issue 3 (volume13, Issue 3 2019)
Abstract
This study was designed in order to evaluate the reliability and validity of Persian version of Self- concept clarity (SCC).The present study is a descriptive- correlation study. 577 students who were selected via available sampling method. After forward and backward translations of the Self- concept clarity, the original version was compared with the Persian version .Similarities and differences were reviewed and corrected. After the scale was prepared, the Cronbach's alpha test was used to determine the validity of the test. To determine the validity of construct validity methods, convergent and divergent validity was used. Data were analyzed using Factor analysis and Pearson’s correlation method. The findings of factor analysis indicated that this scale is uni-factor in the Iranian sample. Confirmatory factor analysis confirmed the factor structure resulted from exploratory factor analysis which was not different from the proposed factors in original questionnaire. Test-retest reliability was 0.85 and internal consistency of the scale was 0.83 by using Cronbach's alpha, Correlation between the two half-tests was 0.67. Also, the correlation with Rogers self- concept scale was -0.62 and correlation with physiological symptoms sub-scale was -0.13.The results show that the persian version of the of self-concept clarity is a reliable and valid scale.
