THE MEDIATORY ROLE OF THE ACHIEVEMENT EMOTIONS IN RELATIONSHIP BETWEEN ATTRIBUTIONAL STYLES, TASK VALUE AND ACADEMIC BURNOUT

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HASHEMICHOLICHEH SOMAYYEH; HASHEMI ZAHRA; NAGHSH ZAHRA

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Journal: COUNSELING CULTURE AND PSYCHOTHERAPY Year:2018 | Volume:9 | Issue:34 Page(s): 119-140

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Title

THE MEDIATORY ROLE OF THE ACHIEVEMENT EMOTIONS IN RELATIONSHIP BETWEEN ATTRIBUTIONAL STYLES, TASK VALUE AND ACADEMIC BURNOUT

Author(s)

HASHEMICHOLICHEH SOMAYYEH | HASHEMI ZAHRA | NAGHSH ZAHRA | Issue Writer Certificate

Keywords

ADAPTIVE ATTRIBUTIONAL STYLESQ2

NON-ADAPTIVE ATTRIBUTIONAL STYLESQ1

TASK VALUEQ1

ACHIEVEMENT EMOTIONSQ1

ACADEMIC BURNOUTQ1

Abstract

The aim of this study was to investigate the mediatory role of the ACHIEVEMENT EMOTIONS in relationship with Attributional styles,, TASK VALUE and ACADEMIC BURNOUT to illustrate the relationship between research variables in the causal model. The research population consisted of all students of Alzahra University in Tehran, among them 300 students were selected through random multi-stage cluster sampling. The instruments for data gathering were: a short version of the ACHIEVEMENT EMOTIONS Questionnaire (PEGQ), Goetz & Perry (2005), Attributional styles Peterson Lawyer, Simlle, Beyer, Abramson, Metalsky and Siligman (1983), Pintrich's and Devertro's (1998), and the ACADEMIC BURNOUT Questionnaire (Salmela Arrow et al., 2009). The validity of the questionnaires were confirmed by statistical factor analysis. To examine reliability of the measures, Cronbach alpha coefficient was used. Two hypothetical models were tested by path analysis. The indicators of the results showed that the goodness of fit statistics are very suitable in both models. . In the mediating model, positive emotional was 39% of ACADEMIC BURNOUT and 36% for positive emotional variance and negative emotion was mediated by 42% of variance of ACADEMIC BURNOUT and 38% of negative emotion variance. Implications and suggestion for future studies are discussed.

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APA: Copy

HASHEMICHOLICHEH, SOMAYYEH, HASHEMI, ZAHRA, & NAGHSH, ZAHRA. (2018). THE MEDIATORY ROLE OF THE ACHIEVEMENT EMOTIONS IN RELATIONSHIP BETWEEN ATTRIBUTIONAL STYLES, TASK VALUE AND ACADEMIC BURNOUT. COUNSELING CULTURE AND PSYCHOTHERAPY, 9(34 ), 119-140. SID. https://sid.ir/paper/213919/en

Vancouver: Copy

HASHEMICHOLICHEH SOMAYYEH, HASHEMI ZAHRA, NAGHSH ZAHRA. THE MEDIATORY ROLE OF THE ACHIEVEMENT EMOTIONS IN RELATIONSHIP BETWEEN ATTRIBUTIONAL STYLES, TASK VALUE AND ACADEMIC BURNOUT. COUNSELING CULTURE AND PSYCHOTHERAPY[Internet]. 2018;9(34 ):119-140. Available from: https://sid.ir/paper/213919/en

IEEE: Copy

SOMAYYEH HASHEMICHOLICHEH, ZAHRA HASHEMI, and ZAHRA NAGHSH, “THE MEDIATORY ROLE OF THE ACHIEVEMENT EMOTIONS IN RELATIONSHIP BETWEEN ATTRIBUTIONAL STYLES, TASK VALUE AND ACADEMIC BURNOUT,” COUNSELING CULTURE AND PSYCHOTHERAPY, vol. 9, no. 34 , pp. 119–140, 2018, [Online]. Available: https://sid.ir/paper/213919/en

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