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Showing 2 results for High School Students.

Ali Moradi, Morteza Chemelnezhad,
Volume 3, Issue 4 (12-2021)
Abstract

The aim of this study was to predict emotional-social competence based on academic conflict, self-efficacy and perception of school climate in high school students in Minab. The research method was correlational, and regression was used to test the research hypotheses. The statistical population consisted of the second-high school students of Minab city from whom 380 people (200 male students and 180 female students) were selected as the study sample by stratified random sampling method. Four questionnaires including Social Emotional Competence, Academic Conflict, Academic Self-efficacy and Perception of School Atmosphere were used to collect data. The results showed that the predictor variables explained about 39% of the variance of the criterion variable. According to the findings, academic engagement (β = 0.224, P = 0.001) significantly predicted socio-emotional competence, which means that as students' academic engagement increases, their socio-emotional competence increases. Also, academic self-efficacy (β = 0.436, P = 0.001) positively and significantly predicted emotional-social competence, which means that with increasing students' academic self-efficacy, their socio-emotional competence also increases. Likewise, perception of school climate (β = 0.193, P = 0.001) positively and significantly predicted emotional-social competence, which means that with increasing perception of school atmosphere, students' emotional-social competence increases. According to the results, academic self-efficacy with a standardized coefficient (β = 0.436) compared to other predictor variables was a stronger predictor of students' emotional-social competence. In general, the research findings support

Shahram Monajati, Dr Naser Amini, Dr Gholamreza Jaafarinia,
Volume 4, Issue 1 (3-2022)
Abstract

The aim of this study was to predict the tendency to high-risk behaviors based on psychological flexibility and attachment styles in male and female high school students. This research is applied in terms of purpose and descriptive and correlational in terms of data collection. The statistical population of this study was all high school students in the academic year 2020-2021. Using cluster random sampling method, 300 people were selected as a sample. In the descriptive statistics section, the mean, standard deviation, minimum and maximum scores and in the inferential statistics section, Pearson coefficient and multiple regression have been used. The results indicated that the flexibility and secure attachment have a negative and significant relationship with the tendency to high-risk behavior and the avoidant attachment and ambivalent attachment have a positive and significant relationship with the tendency to high-risk behavior. Also flexibility (p <0.05, β = -0.17), secure attachment style (p <0.05, β = -0.19), avoidance attachment style (p <0.05, = 0.18) β) and ambivalent attachment style (p <0.05, β = 0.13) were significant predictors for the tendency to high-risk behavior.


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