. .; saman kamari songhor abadi; . .; . .
Volume 5, Issue 2 , November 2016, , Pages 136-154
Abstract
Aim: The aim of this study was to investigate the mediating role of emotions in the relationship between social cognition and academic satisfaction. Method: The study was descriptive and correlational research. The statistical population comprised all students in Shiraz city in the 95-96 school year, ...
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Aim: The aim of this study was to investigate the mediating role of emotions in the relationship between social cognition and academic satisfaction. Method: The study was descriptive and correlational research. The statistical population comprised all students in Shiraz city in the 95-96 school year, of which, 278 (107 boys, 171 girls) who were selected by cluster sampling. Data were gathered by academic satisfaction questionnaire, achievement emotion questionnaire, and social cognition questionnaire. The methods used for analyzing was Pearson correlation and path analysis. Results: The results of the correlation matrix showed that there is a significant correlation between all variables of this study, which includes academic satisfaction, emotional, and social cognition dimensions (p < .0/01). The following analysis revealed the significant mediating role of achievement emotion in the relationship between social cognition and academic satisfaction. Conclusion: In general, it can be concluded that the social cognition and achievement emotion are two of the most important factors for investigating the academic performance and academic satisfaction.
