JOURNAL OF EDUCATIONAL PSYCHOLOGY STUDIES
Year:2018 | Volume:15 | Issue:30|Papers Count:11

Background and Purpose: This study aims to present a model to show the relationship of emotional intelligence with academic achievement and the mediating role of self-esteem and social support in this relation. Research method: The study was descriptive and type of correlational. The study population were all high school students KHAF city that 360 person were selected by random cluster sampling as sample. In this study, questionnaires Txiki emotional Skills and competencies, Rosenberg Self-Esteem, Multidimensional Scale of Perceived Social Support Zimet and colleagues were used. The resulting data were analyzed by Pearson correlation coefficient and path analysis. Findings: The findings showed that emotional intelligence, self-esteem, and social support have a significant relationship with academic achievement and self-esteem and social support also have a mediating role in relationship between emotional intelligence and academic achievement. The model had a suitable fitness. Conclusion: Thus the results imply the importance and role of self-esteem, social support, and emotional intelligence in improving academic achievement that

This study was conducted with the aim of determining the relationship of obsessive beliefs and perfectionism with body image among third-grade high school students in Zahedan. In the current study, using a multistage sampling method, a sample of 147 students was selected among third-grade students at high schools in Zahedan and was evaluated using Obsessive Beliefs Questionnaire (OBQ-44), Perfectionism Scale (Frost et al., 1990), and Body Image Concern Inventory (BICI). Data were analyzed through applying a Pearson correlation coefficient and a stepwise regression analysis. Results showed that body image was significantly and directly related to obsessive beliefs and all its subscales and perfectionism and all its subscales. Among the variables under study, a sense of responsibility and assessment of dangers and threats predicted 12%, parental criticism predicted 16%, and concern over mistakes predicted 23% of the variance in body image. The results of the present study indicated that body image was significantly and directly related to obsessive beliefs, perfectionism, and all their subscales.

The present paper aims at investigation of the relationship of self-awareness and self-regulated learning to social adjustment among girl high school students of Sari city. This is a correlational study in terms of methodology. The sample of the study included 346 girl students, who were selected by random cluster sampling. They completed the self-consciousness questionnaire of Fenigstein et al. (1975), the self-regulation learning questionnaire of Bouffard et al. (1995), and the social adjustment questionnaire of Sinha & Singh (1993). Pearson correlation coefficient and multiple regression were used to analyze the data. Results showed that self awareness and self regulated learning had a significant relation to social adjustment (P<0. 01). Also, the regression results revealed that self awareness and self regulated learning determined 3. 3% of the social adjustment variance. According to the findings, establishment of training workshops on self awareness and self regulated learning is proposed to increase the social adjustment and make good relations with others.

Exams days are a stressful period in student's life. In this regard, the purpose of present study was to investigate the casual relationship between academic motivation and approaches to studying with mediating role of coping strategies during the examinations in agricultural students of Shahid Chamran University of Ahwaz. In this descriptive-correlation study, the population was all of the agriculture students of Shahid Chamran University of Ahwaz. From this population 331 students were selected as sample using multi-phase random sampling method. The research instruments in this study were Revised Harter Academic Motivation (R-HAM), Revised Coping Strategies (R-COP) and Approaches and Study Skills Inventory for Students (ASSIST). Evaluation of the proposed model was by path analysis and bootstrapping procedure in Preacher and Hayes. The proposed model had an appropriate fitness with data. Overall, the results showed that internal motivation with coping strategies and deep study approach has a positive relationship and has negative relationship with the surface study approach. Also, the relationship between external motivation with avoidance coping strategies and surface approach study was positive. Internal motivation didn’ t have a significant relationship with avoidance coping strategies and surface study approach. In addition, were positively correlatedbetween internal motivation through coping strategies with student's deep and strategic study approaches and also external motivation through avoidance coping strategies with student's surface study approach. Results were support that stimulating students' intrinsic motivation to adopt coping strategies and consequentlyreinforce depth and strategic approaches to study.

The present study investigated the mediating role of psychological capital in the structural relationship between the conflict resolution strategies dimensions and social well-being of students. Participants were 200 university students (100 women, 100 men) from Tabriz University who were selected by random multistage cluster sampling method. To study the research variables, each participant completed the conflict resolution strategies Questionnaire (Rahim, 1983), Psychological Capital Questionnaire (Luthans, 2007) and social health Questionnaire (Keyes, 1998). Reliability of research instruments were determined by Cronbach's alpha coefficient and validity were determined by Factor analysis. To analysis data, were used structural equation modeling by AMOS. The results showed that, there is relationship between conflict resolution, social well-being andpsychological capital. Finally, the results showed that by use of psychological capital can predict social health and psychological capital acts as a mediator in relationship between conflict resolution and social well-being. According to the obtained results, it can be concluded that people who have more favorable psychological capital will have a good social well-being.

Background and Purpose: Students failure or fear of failure in academic situations, a set of strategies to employ. Has the ability to be seen as victims of circumstance and not the victims. That's why they are experiencing academic self-handicapping. Many studies have studied the factors affecting self-handicapping and have identified many factors. The aim of this study was to investigate the role of academic optimism, metacognition belief, and cognitive emotion regulation in predicting academic self-handicapping Lorestan University students in the academic year 2013-14. Methods: The community of this research was comprised of all students of Lorestan University. Sample of 350 undergraduate students (200 women and 150 men) who were selected by simple random sampling (sample size was estimated according to Morgan table). Data from the questionnaires cognitive-emotional adjustment Garnfsky and other (2001), academic self-handicapping Miguel (2000), academic optimism Shirer and Carver (1985), metacognitive beliefs Wells and Cater-Haiten (2004) used. This study was descriptive correlational and data were analyzed using simple correlation coefficient and multiple regression simultaneously. Findings The findings indicated that there was a negative and significant relationship between self-incapacitation with academic optimism, acceptance, positive attitude, focus on thinking, positive beliefs, cognitive self-awareness, and self-accountability subcultures, reconsideration of the program There is a positive, meaningful relationship between disposition, disaster, cognitive conflict, uncontrollability and the risk of thoughts and the need for control of thoughts. also, the results of multiple regression analysis indicated that academic optimism, positive meta-cognitive beliefs and consistent strategies for cognitive emotion regulation negatively and negative meta-cognitive beliefs and incompatible strategies of cognitive emotion regulation positively predict self-adaptive learning. The findings also showed that predictive variables generally account for 50. 1% of the variance of academic self-incapacitation. Discussion and Conclusion: The results suggest the importance of academic optimism, metacognition, cognitive emotion regulation in predicting academic self-handicapping. So if using training methods optimism to the academic, cognitive emotion regulation and increased use of positive beliefs can be self-handicapping level education to significantly bring down.