fatemeh hosseingholi; shirin kooshki; valiallah farzad; Seyed Farhad Eftekharzadeh
Abstract
Introduction: The present study aimed to investigate academic adjustment based on personality traits and percieved social support with mediating self-regulated learning strategies. Method: 300 male second grade students of a high school in Tehran during 1395-1396 were selected based on randomized stage ...
Read More
Introduction: The present study aimed to investigate academic adjustment based on personality traits and percieved social support with mediating self-regulated learning strategies. Method: 300 male second grade students of a high school in Tehran during 1395-1396 were selected based on randomized stage cluster sampling and answered to Sinha and Singh (1993) academic adjustment, Eysenck (1963) personality traits, Zimth (1988) social support, Pintrich and De Groot(1990) motivational strategies questionnaires. The collected data were analysed by Lisrel software structural equation statistical methods. Result: The result showed that meaningful and positive effect rather leads to more inadjustment. Extroversion (indirectly and with self regulated learning strategies) had a meaningful and positive effect on academic adjustment, that is, by increasing extroversion academic adjustment decreases. Aggression, indirectly and and througout self-regulated learning strategies had a positive and meaningful effect on academic adjustment, that is to say, as aggression increases so does unadjustment. Neuroticism indirectly had a negative and meaningful effect on academic adjustment, in other words, as neuroticism increases so does unadjustment. Extroversion directly had a negative and meaningful effect on academic adjustment, meaning when extroversion increases unadjustment decreases. Aggression directly had a positive and meaningful effect on academic adjustment, meaning as aggression increases so does unadjustment. Conclusion:Social support on the other hand, directly had a negatove and meaningful effect on academic adjustment, in other words, with increasing social support unadjustment decreases as well.
mojgan sepahmansour; zahra barati; fatemeh hossin Gholi
Volume 4, Issue 2 , January 2016, , Pages 89-101
Abstract
Introduction: The aim of this research was studying the most effective variables on materialism and explaining the relationships among them. Method: The study was conducted through structural equation modeling. The population included all high school students in Tehran and from among them 300 people ...
Read More
Introduction: The aim of this research was studying the most effective variables on materialism and explaining the relationships among them. Method: The study was conducted through structural equation modeling. The population included all high school students in Tehran and from among them 300 people were selected through cluster sampling. The instruments included Material Values Scale (MVS), Perceived Social Support Scale (PSSS), and Social Comparison Instruments. Results: The results showed that the obtained model has a suitable goodness of fit with the data. Parents' and peers' social support with the mediating role of social comparison have indirect and positive effect on materialism. Furthermore, the direct and positive effect of social comparison on materialism was significant and the highest total effect belonged to peers' support. Conclusion: The findings of this study matched the findings of some similar researches and provide a robust support for the hypothesized structural relationships
