Showing 6 results for University Students
Dr. Reza Fallahchai, Maryam Fallahi, Arefeh Moazen Jami,
Volume 1, Issue 3 (9-2019)
Abstract
The prevalence of perfectionism among university students has been reported particularly high, and new theories have been presented to explain its impacts. This study was conducted to evaluate the effect of adaptive and maladaptive perfectionism on psychological well-being in undergraduate and graduate university students. 668 university students (386 undergraduate and 282 graduate students) who studied at Shahid Chamran University of Ahvaz and Shiraz University participated voluntarily in this study. They completed the Revised Almost Perfect Scale (APS-R) questionnaire and Ryff’s Well-Being Scale. The results showed that the mean scores of adaptive perfectionist students in the psychological well-being and its sub-scales, autonomy, purpose in life, positive relations with others, and environmental mastery, were higher than the group of students with maladaptive perfectionist and non- perfectionist. The statistically significant difference was found (P <0.01). As a result, it can be said that adaptive perfectionist is accompanied by better and higher performance and consequently leads to a higher psychological well-being.
Mohammad Mahdi Pourmalek, Dr. Nader Monirpour, Dr. Majid Zargham Hajebi,
Volume 4, Issue 2 (5-2022)
Abstract
The aim of this study was to examine the structural model of self-satisfaction based on identity and social justice in Master and PhD students of Tehran universities. The method of the present study is correlational. The statistical population includes all master and PhD students of Tehran universities in 2020. The sample size was estimated based on Morgan's table formula 382 people who were selected by stratified random sampling. To collect data, the questionnaire of self-satisfaction (Diener et al., 1985), objective measure of ego identity status questionnaire (Bennion & Adams, 1986) and social justice scale (Hezar Jeribi, 2011) were used. The face and content validity, the convergent validity and the discriminant validity were confirmed. The reliability of the questionnaire was obtained through Cronbach's alpha for the questionnaire of.898. LISREL and SMARTPLS-3 software were used for data analysis. The results indicated that identity with beta -0.27 has a negative and significant relationship with self-satisfaction and social justice with beta 0.18 has a positive and significant relationship with self-satisfaction. In general, the research findings emphasize the need to pay attention to the capacities of family, university and peers in the development of individuals 'personality and students' sense of social justice.
Dr. Mohammad Khayyer, Mrs Maryam Jalali,
Volume 4, Issue 4 (11-2022)
Abstract
Psychological well-being is a new concept derived from positive psychology and is one of the important indicators in personal and social growth and development as well as in the evaluation of educational systems. This variable is influenced by various factors such as personality traits and perfectionism. The aim of this study was to predict psychological well-being based on personality traits with respect to the mediating role of perfectionism in students. The research method was descriptive-correlational. The statistical population was all undergraduate students of Shiraz University in 2021. The research sample was 372 people who were selected by accessible sampling method. Reef Psychological Well-being Questionnaire (1989), NEO Personality Questionnaire (1985) and Frost Multidimensional Perfectionism Scale (FMPS) (1990) were used to collect data. Pearson correlation method and path analysis were used to test the research hypotheses. The results indicated that neuroticism trait (beta = -.10), conscientiousness trait (beta = 0.16) and perfectionism (beta = -0.15) directly predict psychological well-being. Also, the variable of perfectionism mediates the relationship between neuroticism and conscientiousness with psychological well-being. In general, the research findings support the role of personality traits in psychological well-being directly and through perfectionism.
Mrs Atefa Parse, Dr. Kazem Barzegar Bafrooei, Dr. Hossein Hassani,
Volume 5, Issue 3 (9-2023)
Abstract
The aim of this study was to explore the role of attributional style as a mediator in the relationship between a supportive self-environment and academic self-regulation among female students at Yasuj Farhangian University. This research is grounded in an applied approach, utilizing a descriptive-correlational methodology alongside path analysis. The study's target population encompassed all female students at Yasuj Farhangian University in 2021, with a sample of 300 individuals selected through convenient sampling method. Data collection involved the administration of the Attributional Styles Questionnaire (ASQ), the Self-supportive Environment Scale (Assor et al., 2002), and the Self-Regulation Learning Strategy Scale (Zimmerman and Martinez-Pons, 1988). To investigate the proposed model, multiple regression and path analysis techniques were employed. The study's findings revealed several noteworthy results. Firstly, it was observed that a self-supportive environment had both a direct and significant effect on fostering an optimistic attributional style and simultaneously had a direct and significant influence on reducing pessimistic attributional style (p<0.05). Furthermore, the study unveiled that the self-supportive environment wielded a significant direct and indirect effect on academic self-regulation (p<0.05). Additionally, the results indicated that an optimistic attributional style had a direct and significant effect on academic self-regulation, and similarly, a pessimistic attributional style exhibited a direct and significant effect on academic self-regulation (p<0.05). In sum, this research underscores the significance of perceiving a self-supportive environment in shaping students' attributional styles, ultimately contributing to the enhancement of academic self-regulation.
Mrs Faraneh Tavoosi, Dr. Reza Fallahchai, Dr. Abbas Eftekharian,
Volume 6, Issue 1 (3-2024)
Abstract
Objective: This study aims to investigate the potential mediation role of purpose in life in the association between resilience and happiness among university students.
Methods: A sample of 410 students from the University of Shiraz and the University of Hormozgan participated in this research using a convenience sampling method in the 2022-2023 academic year. To collect data, the Resilience Scale (RS-14; Wagneild, 2009; Hashemi et al., 2018), the Measure of Happiness (MH; Rizzato et al., 2022; Tavoosi et al., in press), the Purpose in Life Test-Short Form (PIL-SF; Schulenberg et al., 2011; Tavoosi et al., in press) were used.
Results: Results indicated that resilience and purpose in life were predictors of happiness, accounting for 34% and 62% of the variance, respectively. Also, resilience predicts 35% of the variance of purpose in life. The results of the model showed that purpose in life plays a mediating variable in the association between resilience and happiness.
Conclusions: The findings of the present research provide evidence that people with higher resilience have a purpose in their lives, and having a purpose in life can increase psychological well-being so that people with a purpose in life report higher levels of happiness.
Mrs Horiya Mahmoodi Beram, Dr. Maryam Soleyman Farokh, Dr. Zahra Masihi, Dr. Zohreh Soleymani, Mrs Maryam Moradi,
Volume 6, Issue 2 (6-2024)
Abstract
Objective: This research explores the intricate dynamics between Type D personality, cognitive appraisal, and mental stress, seeking to unravel the mediating role of cognitive appraisal in the association between Type D personality and mental stress.
Methods: A structural equation modeling was conducted, emphasizing the influence of personality traits on mental stress and the potential mitigating impact of cognitive appraisal skills. Data was collected via Type D personality scale, Cognitive reappraisal scale and Mental stress inventory.
Results: The study confirmed the positive influence of Type D personality on mental stress while revealing that cognitive appraisal operates as a significant mediator, exerting a moderating effect on the relationship between Type D personality and mental stress. The findings underscore the nuanced interplay between individual personality traits and the cognitive interpretation of stressors, shedding light on how cognitive appraisal could potentially serve as a buffer against the adverse impact of Type D personality on mental stress.
Conclusions: These results provide a framework for further research into effective interventions aimed at enhancing cognitive appraisal skills to alleviate mental stress, particularly in individuals with Type D personalities, fostering the development of targeted mental health strategies.
