THE MEDIATING ROLE OF ACHIEVEMENT EMOTIONS ON THE RELATIONSHIP BETWEEN ACADEMIC RESILIENCY AND COGNITIVE APPRAISAL WITH ACADEMIC SELF-HANDICAPPING

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LAKI DAVOUD; SHOKRI OMID; SEPAH MANSOUR MOZHGAN; EBRAHIMI SARA

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Seminar Paper

Paper Information

Seminar: IRAN AND WORLD NEW RESEARCHES IN PSYCHOLOGY AND EDUCATIONAL SCIENCES LAW AND SOCIAL SCIENCES
Year:2017 | Issue:1

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Title

THE MEDIATING ROLE OF ACHIEVEMENT EMOTIONS ON THE RELATIONSHIP BETWEEN ACADEMIC RESILIENCY AND COGNITIVE APPRAISAL WITH ACADEMIC SELF-HANDICAPPING

Author(s)

LAKI DAVOUD | SHOKRI OMID | SEPAH MANSOUR MOZHGAN | EBRAHIMI SARA

Keywords

ACADEMIC RESILIENCY

COGNITIVE APPRAISALS

ACHIEVEMENT EMOTIONS

ACADEMIC SELF-HANDICAPPING

MEDIATING EFFECTS MODEL

Abstract

OBJECTIVE: THIS STUDY EXAMINED THE MEDIATING ROLE OF THE ACHIEVEMENT EMOTIONS ON THE RELATIONSHIP BETWEEN ACADEMIC RESILIENCY AND COGNITIVE APPRAISAL PROCESSES WITH ACADEMIC SELF-HANDICAPPING AMONG UNIVERSITY STUDENTS. METHOD: ON A SAMPLE CONSISTING OF 300 STUDENTS (128 MALE 178 FEMALE), THE ACADEMIC RESILIENCE SCALE (ARS), THE STRESS APPRAISAL MEASURE-REVISED (SAM-R), ACADEMIC ACHIEVEMENT QUESTIONNAIRE- REVISED (AAQ-R) AND THE ACADEMIC SELF-HANDICAPPING SCALE (ASS) WERE ADMINISTRATED. STRUCTURAL EQUATION MODELING WAS USED TO ASSESS MEDIATING ROLE OF THE ACHIEVEMENT EMOTIONS ON THE RELATIONSHIP BETWEEN ACADEMIC RESILIENCY AND COGNITIVE APPRAISAL PROCESSES WITH ACADEMIC SELF-HANDICAPPING AMONG UNIVERSITY STUDENTS.RESULTS: RESULTS SHOWED THAT PARTIALLY MEDIATED MODEL OF ACHIVEMENT AEMOTIONS ON THE RELATIONSHIP BETWEEN ACADEMIC RESILIENCY AND COGNITIVE APPRAISALS WITH ACADEMIC SELF-HANDICAPPING HAD GOOD FIT TO DATA. IN THE HYPOTHESIZED MODEL, ALL OF THE REGRESSION WEIGHTS WERE STATISTICALLY SIGNIFICANT. ALSO, IN THE MEDIATING MODEL OF POSITIVE EMOTIONS AND ACADEMIC STRESS, MODEL PREDICTOR’S EMPHASES ACCOUNTED FOR 33% OF THE VARIANCE IN ACADEMIC SELF-HANDICAPPING.CONCLUSION: THESE FINDINGS SHOW THAT THE PART OF COVARIANCE BETWEEN CONCEPTUAL LOOPS OF ACADEMIC RESILIENCY AND COGNITIVE APPRAISALS WITH ACADEMIC SELF-HANDICAPPING IS ACCOUNTED FOR BY ACHIEVEMENT EMOTION.

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APA: Copy

LAKI, DAVOUD, SHOKRI, OMID, SEPAH MANSOUR, MOZHGAN, & EBRAHIMI, SARA. (2017). THE MEDIATING ROLE OF ACHIEVEMENT EMOTIONS ON THE RELATIONSHIP BETWEEN ACADEMIC RESILIENCY AND COGNITIVE APPRAISAL WITH ACADEMIC SELF-HANDICAPPING. IRAN AND WORLD NEW RESEARCHES IN PSYCHOLOGY AND EDUCATIONAL SCIENCES LAW AND SOCIAL SCIENCES. SID. https://sid.ir/paper/948016/en

Vancouver: Copy

LAKI DAVOUD, SHOKRI OMID, SEPAH MANSOUR MOZHGAN, EBRAHIMI SARA. THE MEDIATING ROLE OF ACHIEVEMENT EMOTIONS ON THE RELATIONSHIP BETWEEN ACADEMIC RESILIENCY AND COGNITIVE APPRAISAL WITH ACADEMIC SELF-HANDICAPPING. 2017. Available from: https://sid.ir/paper/948016/en

IEEE: Copy

DAVOUD LAKI, OMID SHOKRI, MOZHGAN SEPAH MANSOUR, and SARA EBRAHIMI, “THE MEDIATING ROLE OF ACHIEVEMENT EMOTIONS ON THE RELATIONSHIP BETWEEN ACADEMIC RESILIENCY AND COGNITIVE APPRAISAL WITH ACADEMIC SELF-HANDICAPPING,” presented at the IRAN AND WORLD NEW RESEARCHES IN PSYCHOLOGY AND EDUCATIONAL SCIENCES LAW AND SOCIAL SCIENCES. 2017, [Online]. Available: https://sid.ir/paper/948016/en

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