Showing 4 results for Self-Regulation
Javad Kavousian, Parvin Kadivar, Valiolah Farzad,
Volume 6, Issue 1 (12-2012)
Abstract
The current study investigates the mediating role of basic psychological needs (autonomy competence and relatedness), motivational self-regulation (intrinsic motivation, extrinsic motivation and academic demotivation) and academic excitement (class enjoyment and learning hopelessness) in the relationship between environmental factors supporting student's academic autonomy and school well-being. Through multi stage cluster sampling, 520 male and female students were selected from Karaj’s high schools. The tools used in this study included teacher’s supporting student’s autonomy scale, parents’ supporting student’s autonomy scale, the scale of relationship with classmates, basic psychological needs scale, academic motivation scale, school well-being scale, and academic emotions questionnaire. Data were analyzed by confirmatory factor analysis, cronbach alpha and structural equation modeling. Findings of the study demonstrated that teacher’s supporting student’s autonomy parents’ supporting student’s autonomy and the relationships with the classmates had a significant and direct effect on the basic psychological needs. Furthermore, teacher’s supporting student’s autonomy through mediatory variables of the study didn’t have direct and significant effect on school well-being. However the indirect effect of parents’ supporting student’s autonomy was significant. Autonomy, relatedness, academic demotivation and class enjoyment had significant direct effect on school well-being. In addition, autonomy, competence, relatedness, academic intrinsic and extrinsic motivation had an indirect, significant effect on school well-being .Therefore, it can be concluded that basic psychological needs, motivational self-regulation and academic emotions played a mediating role between the environmental variables supporting student’s autonomy and school well-being.
H, Ghaedi Far, M. S, Abdkhodai, H. R, Aghamohammadian Sherbaf,
Volume 7, Issue 1 (12-2013)
Abstract
The aim of the present study was to investigate the moderator role of sense of coherence in the relationship between attachment style and self-regulation in students. The current study is of descriptive correlational design. The statistical population of this study was 1319 females of the second and third grade students of high school at Kazeroon in 1390-1391 academic year. 255 of them were chosen through relative stratified sampling. Adult attachment questionnair's hazan & shaver, Self-Regulation Questionnaire, Flensburg’s Sense of coherence scale, were used. Data were analyzed using Pearson correlation, one way analysis of variance, Multiple Regression analysis, and path analysis by SPSS 16 and Liseral softwares. The results showed a direct significant relationship between secure attachment style and self-regulation and sense of coherence. Final results showed a significant negative relationship between ambivalent attachment style and sense of coherence and self-regulation.
Javad Ejei, Masomeh Hatami,
Volume 8, Issue 4 (3-2014)
Abstract
The purpose of this article is investigated the cause of procrastination according to Cognitive, emotional and behavioral approach. So the model in based on cognitive, emotional and behavioral and procrastination is tested. And the impact of rational beliefs, irrational beliefs, frustration discomfort beliefs, hope beliefs, academic self-efficacy, and self-regulation Procrastination is studied. A sample of 900 students (447 females and 453 males) selected with stratified random sampling and answered to procrastination scale, Rvsblvm and Solom (1984), frustration discomfort scale , Harrington (2005) to measure frustration discomfort beliefs, self-regulated learning questionnaire, Greene and Miller (2004), self-efficacy questionnaire, Mydltn and Midgley (1997), irrational Beliefs Inventory Kvpmnz et al (1994). Path analysis run in two models: one with exogenous variables irrational beliefs and the frustration discomfort beliefs, and other exogenous variables rational beliefs, hope beliefs. The results indicate a good fit of the model. The amount of variance explained by frustration discomfort beliefs, irrational beliefs, self-efficacy and self-regulation was 0.32 and the variance explained by frustration discomfort beliefs, irrational beliefs, and self efficacy was 0.27. The amount of variance explained by rational beliefs, hope beliefs, self-efficacy and self-regulation was 0.24 and the variance explained by rational beliefs, hope beliefs, and self efficacy was 0.18. According to the results of research Education practitioners can reduce student procrastination by increasing self-efficacy and self-regulation, rational beliefs and hopes and decrease irrational beliefs and the frustration discomfort beliefs.
Niloofar Kianrad, Dr Hamid Taher Neshatdoost, Dr Mehdi Reza Sarafraz,
Volume 13, Issue 3 (12-2019)
Abstract
The human mental organization has a behavioral regulative principle that operates based on certain conscious and unconscious needs. Experience of stress disrupts human mental structure and results in symptoms of psychological and physical disorders. One source of stress is having ailing children. Accordingly, this study investigates self-regulation mediational processes in the context of perceived stress in mothers of children diagnosed with cancer. The convenience sample of this study consisted of 245 mothers, who volunteered to participate and were administered the following questionnaires: Integrative self-knowledge; Self-control Scale; Self-compassion Scale; perceived stress and Chronic Self-destructiveness Scale, body-symptoms checklist. Analysis of the survey data was carried out using structural equation modeling (SEM). The analysis suggests that perceived stress is mediated through self-regulation for self-destructiveness, physical symptoms, and unpleasant self-relevant through. Therefore, exposure to stress has destructive effects both in terms of physical symptoms and on an emotional and behavioral level. The authors concluded that self-regulation was a supportive variable, helping individuals cope better with unpleasant events, retrieve their ideal mental balance and maintain their mental organization. It is implied that based on a self-regulation model, effective management of one’s mental organization can improve an individual’s capacity to effectively cope with inevitable sources of stress.
