JOURNAL OF EDUCATIONAL PSYCHOLOGY STUDIES
Year:2020 | Volume:17 | Issue:38|Papers Count:2

The purpose of this study was to investigate relationship between identity (emerging adulthood)، integrative self-knowledge, and academic help seeking behavior among female senior students in high school in Urmia. The research method is correlation and multivariable regression. The statistical population includes all female senior students of high schools of Urmia. The glomerulative sampling method was used and the sample size was 150 people according to the correlational research. To collect information, three types of questionnaires including Inventory of Dimensions of Emerging Adulthood (IDEA)، Reifman and et al (2007). integrative self-knowledge Scale (Ghorbani, 2003), and Academic help seeking behavior (reian and pentrichT 1997). were used. Descriptive and inferential statistics were used to organize, summarize and analyze the data. The results showed there was a positive and significant relationship between the identity (emerging adulthood)، integrative self-knowledge, and academic help seeking behavior. The regression analysis showed that all caracteristics of identity predicted positively and significantly the integrative self-knowledge and help seeking behavior.

This study investigates the relationship between study habits, achievement goals, and academic self-efficacy with high school students test anxiety. This is a descriptive-analytic correlational study. The statistical population included all high school students in Kashan during the academic year 99-98 (over 8000). For the purpose of sampling, 449 persons (224 males and 225 females) were selected by random sampling. Research instruments included test anxiety questionnaires (Abolghasemi et al., 1996), study habits (Palsani & Sharma, 1982), achievement goals (Elliott & McGregor, 2001), and academic self-efficacy (Jinks & Morgan, 1999). Data were analyzed using descriptive statistics (average, standard deviation) and inferential statistics (Pearson correlation and stepwise regression) by SPSS-20 software. The results showed that there is a negative and significant relationship between test anxiety and study habits (p <0. 01), achievement goals (p <0. 01) and students academic self-efficacy (p <0. 01). School counselors and education specialists should pay more attention to study habits, development goals, and self-efficacy of students in order to reduce anxiety of students and try to reduce anxiety through effective planning based on students’,abilities.