The examination of the role tolerance of ambiguity and flourishing in predicting academic engagement in students

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Radmehr Farnaz; KARAMI JAHANGIR

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Journal: QUARTERLY EDUCATIONAL PSYCHOLOGY Year:2019 | Volume:15 | Issue:52 Page(s): 203-216

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Title

The examination of the role tolerance of ambiguity and flourishing in predicting academic engagement in students

Author(s)

Radmehr Farnaz | KARAMI JAHANGIR | Issue Writer Certificate

Keywords

tolerance of ambiguityQ2

flourishingQ1

academic engagementQ1

studentsQ2

Abstract

The purpose of this study was to investigate the role tolerance of ambiguity and fluctuation in the prediction of academic engagement among students of the University of Medical Sciences. The present study was a descriptive-analytic study of correlation type on all midwifery, nursing, health and paramedical students of Kermanshah University of Medical Sciences during first semester the academic year of 2017-18. The sample size was 219 people (%53/9 female and %46/1 male) according to Morgan table and they were selected by random cluster sampling. Data were analyzed using Pearson Correlation Coefficient, multiple regression analysis, and independent t-test. The results showed that among girls there was a positive and significant relationship between tolerance of ambiguity (p<0. 001) and fluctuation (p<0. 01). Also, among the boys there was a positive and significant relationship between the fluctuation with academic engagement (p<0. 001) But there was no significant relationship between tolerance of ambiguity and with academic engagement. The results of multiple regression analysis by stepwise showed that among the girls, tolerance of ambiguity and fluctuation variables were %16 and among the boys, fluctuation the prediction of %12 of the variance of academic engagement was predicted. On the other hand, the results of independent sample t test showed that there was a significant difference between the tolerance of ambiguity, fluctuation and academic engagement in male and female students, such that tolerance of ambiguity, fluctuation and academic engagement among girls was higher than that of boys (p<0. 001).

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APA: Copy

Radmehr, Farnaz, & KARAMI, JAHANGIR. (2019). The examination of the role tolerance of ambiguity and flourishing in predicting academic engagement in students. QUARTERLY EDUCATIONAL PSYCHOLOGY, 15(52 ), 203-216. SID. https://sid.ir/paper/112250/en

Vancouver: Copy

Radmehr Farnaz, KARAMI JAHANGIR. The examination of the role tolerance of ambiguity and flourishing in predicting academic engagement in students. QUARTERLY EDUCATIONAL PSYCHOLOGY[Internet]. 2019;15(52 ):203-216. Available from: https://sid.ir/paper/112250/en

IEEE: Copy

Farnaz Radmehr, and JAHANGIR KARAMI, “The examination of the role tolerance of ambiguity and flourishing in predicting academic engagement in students,” QUARTERLY EDUCATIONAL PSYCHOLOGY, vol. 15, no. 52 , pp. 203–216, 2019, [Online]. Available: https://sid.ir/paper/112250/en

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