Survey on Relationship between Goal Orientation and Learning Strategies with Academic Stress in University Students

AbstractThis study examine the relationship between goal orientation and learning strategies with academic stress in university students(150 male and 150 female) which were selected among 4 college by cluster sampling method. Goal orientation questionnaire (Button, Mathieu and Zajac, 1996) and learning strategies questionnaire (Pintrich and Degroot, 1990) and academic stress questionnaire (Gadzella, 1991) were used as the research instrument. Finding show that there was a positive meaningful relationship between learning goal orientation with learning strategies (cognitive and met cognitive) and academic stress. Also there was negative meaningful correlation between performance goal orientation and learning strategies (cognitive and Meta cognitive). These finding also reveals that learning strategies (cognitive and Meta cognitive) have negative meaningful correlation with academic stress. Finally findings displays that academic stress is predictable through linear regression of goal orientation component and learning strategies. So totally these variables were explained 9/6 percent of the variance of academic stress

The Role of Academic Optimism, Academic Emotions and School Well-Being in Mathematical Performance of Students

The objective of the study was to explain the role of academic optimism, academic emotions and school well-being on the mathematical performance of girl and boy students. The research method was descriptive and correlation. A sample of 440 (109 boys and 331 girls) students was selected by cluster random sampling. The research instruments were Student Academic Optimism Scale (Tschannen-Moran, Bankole, Mitchell & Moore), Academic Emotions Questionnaire (Pekrun, Goetz & Frenzel), and School Well-being Questionnaire (Konu, Alanen, Lintonen, & Rimpela). A teacher- made questionnaire was also used to evaluate math scores. The data were analyzed by using descriptive statistics, Pearson correlation, stepwise multiple regression analysis and independent t- test. Findings showed that academic optimism, academic emotions and school well-being had significant positive correlation with math performance (0.20, 0.23, 0.16). The results showed academic well-being had significant positive relationship whit mathematic performance of girls and boys and predicts mathematic performance, too. Also, the results showed academic emotions had significant positive relationship with students mathematic performance in the girls and in combination with academic well-being explained %16 mathematic performance; but it was not the case in the boys. Academic optimism with academic well-being could explain %17 of boys mathematic performance, while in the girls there were not such explanation power

تبیین رفتار شاهدان قلدری در مدارس بر اساس عدم درگیری اخلاقی و حساسیت اخلاقی با نقش واسطه‌ای هویت اخلاقی

Background and Aim: Bullying is a behavioral phenomenon that has attracted the attention of many teachers and educators in different parts of the world in recent years. The purpose of this study is to explain the Bystander behavior in schools based on Moral Disengagement and moral sensitivity with the mediating role of moral identity. The target population was male and female high school students in Lorestan province in the 1397-98 academic year. Materials and Methods: This is a cross-sectional study kind of correlation. The sample of the present study included 617 students who were selected by cluster sampling. Participants responded to the scales of Mechanisms of Moral Disengagement, Ethical Sensitivity, participant's role (and Self-Importance of Moral Identity. Data analysis was performed using structural equation modeling as well as path analysis by AMOS 24 software. Findings: The results showed that conceptual model of research has a desirable and acceptable fit with the research data. Findings from the structural equation model show that moral disengagement and moral sensitivity are related to the bystander behavior in bullying. In other words, those with high moral disengagement and low moral sensitivity they behave more harmful. The results of the analysis also show that moral identity has a mediating role in the relationship between bystander behaviors in schools and moral disengagement and moral sensitivity. Ethical Considerations: In this study, principles related to ethical considerations such as confidentiality of the respondents' identity, satisfaction of the participants in the research and the right to leave the research was taken into consideration. Conclusion: The results show that moral disengagement and moral sensitivity are related to the type of students' reaction as a witness during bullying and this reaction can be different according to characteristics such as moral identity.   Cite this article as: Souri H, Kadivar P, Keramati H, Hassanabadi HR. Explaining the Bystander behavior of Bullying in Schools Based on Moral Disengagement and Moral Sensitivity with the Mediating Role of Moral Identity. Med Ethics J 2021; 15(46): e5.زمینه و هدف: قلدری پدیده رفتاری است که در سال‌های اخیر توجه بسیاری از معلمین (مربیان) و سیاستگذاران در نقاط مختلف جهان را به خود جلب کرده است. هدف پژوهش حاضر تبیین رفتار شاهدان قلدری در مدارس بر اساس عدم درگیری اخلاقی و حساسیت اخلاقی با نقش واسطه‌ای هویت اخلاقی است. مواد و روش‌ها: این پژوهش مقطعی از نوع توصیفی ـ همبستگی است. جامعه مورد نظر دانش‌آموزان پسر و دختر متوسطه دوم استان لرستان در سال تحصیلی 98-1397 بود. نمونه پژوهش حاضر شامل 617 دانش‌آموز که به روش نمونه‌گیری خوشه‌ای انتخاب شدند. شرکت‌کنندگان به مقیاس‌های مکانیسم‌های عدم درگیری اخلاقی (Bandura و همکاران)، حساسیت اخلاقی (Narvaez & Endicott)، نقش شرکت‌کنندگان (رفتار شاهدان) (Salmivalli و همکاران) و اهمیت برای خویشتن هویت اخلاقی (Aquino & Reed) پاسخ دادند. تجزیه و تحلیل داده‌ها با استفاده از مدل معادلات ساختاری و همچنین تحلیل مسیر به وسیله نرم‌افزار AMOS 24انجام گرفت. یافته‌ها: نتایج نشان داد که مدل مفهومی پژوهش با داده‌های پژوهش برازش مطلوب و قابل قبولی دارد. یافته‌های حاصل از مدل معادلات ساختاری نشان می‌دهد که عدم درگیری اخلاقی و حساسیت اخلاقی با رفتار شاهدان در قلدری رابطه دارد. به عبارتی دیگر کسانی که عدم درگیری اخلاقی بالا و حساسیت اخلاقی پایین دارند، به صورت زیان‌آورتری رفتار می‌کنند. همچنین نتایج تحلیل نشان می‌دهد که هویت اخلاقی در ارتباط بین رفتارهای شاهدان قلدری در مدارس و عدم درگیری اخلاقی و حساسیت اخلاقی نقش واسطه‌ای دارند. ملاحظات اخلاقی: در این مطالعه اصول مرتبط با ملاحظات اخلاقی از جمله محرمانه‌ماندن هویت پرسش‌شوندگان، رضایت آگاهانه شركت‌كنندگان در پژوهش و اختیار خروج از روند تحقیق رعایت گردید. نتیجه‌گیری: نتایج پژوهش حاضر نشان می‌دهد که عدم درگیری اخلاقی و حساسیت اخلاقی با نوع واکنش دانش‌آموزان به عنوان شاهد در هنگام قلدری رابطه دارد و این واکنش با توجه به ویژگی‌هایی مانند هویت اخلاقی می‌تواند متفاوت باشد

The mediating role of cognitive emotion regulation in the relationship between perceived social support and academic competence

Background: Academic competence in the sense of knowledge, behavior, and obvious and hidden skills give people the ability to perform their duties effectively. Research shows that in addition to social support from important people in educational environments, emotion regulation is also one of the important factors of academic success and competence, but the mediating role of this concept has been neglected in the studied society. Aims: This study aimed to determine the mediating role of cognitive emotion regulation in the relationship between perceived social support and academic competence. Methods: The research method was descriptive-correlational, and the purpose of the research was applied. The statistical population of this study included all female high school students in the academic year 2020-2021 in Tehran, from which 610 students were selected by multi-stage random sampling. The instruments of the present study included the Academic Competence Evaluation Scale by Diperna & Elliott (1999), the Multidimensional Scale of Perceived Social Support by Zimet et al. (1988), and the Cognitive Emotion Regulation Questionnaire by Garnefski et al. (2001). Data were analyzed using structural equation modeling. Results: The results showed that the structural model has an acceptable fit with the collected data. In the present study, the indirect path coefficient between perceived social support through non-adaptive cognitive emotion regulation strategies (p<0.01, β=0.106) and through adaptive cognitive emotion regulation strategies (p<0.01, β=0.142) were positive and significant at 0.01 level. Conclusion: Based on the results of the present study, it is suggested to school counselors, clinicians, and therapists in the field of children and adolescents to assess and evaluate the level of social support of students, and to identify and consider its manifestations to regulate students' emotions and academic competence

The Prevalence of Tobacco, Hubble-Bubble, Alcoholic Drinks, Drugs, and Stimulants among High-School Students

Introduction: The purpose of the present study was to investigate the prevalence of tobacco, hubble-bubble, alcoholic drinks, and other drugs among Karaj high-school students in 2011. Methods: The research method was a descriptive-sectional study. Participants of this study were 447 girl and boy high-school students of Karaj that were selected by clustering random sampling. For data gathering, drug abuse questionnaire, and risk and protective factors inventory were administered among selected sample. Results: According to the results, 57% of students in this study said that they have had experiences with a kind of drug including tobacco, hubble-bubble, alcoholic drinks, and other drugs at least once in their lives. The study showed the prevalence for soft drugs: hubble-bubble, tobacco, and alcoholic drinks, and for hard drugs ecstasy, opium, hashish, meth, crack, and heroin respectively. Conclusion: Soft drugs including hubble-bubble, tobacco, and alcoholic drinks, are the most common among Karaj high-school students. The prevalence of hard drugs among them is rather low