The effect of positive and negative emotional schemas on academic motivation with mediated social acceptance in secondary school students

Subject Areas : social psychology

Tayebeh Rahsepar ¹ , Mohammad Khayer ² , Majid Barzegar ³ , Maryam Kouroshnia ⁴

1 - PhD Student of Education Psychology, Department of Psychology , Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
2 - Professor, Department of Psychology , Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
3 - Assistant Professor, Department of Psychology , Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
4 - Assistant Professor, Department of Psychology , Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

Received: 2020-08-04 Accepted : 2020-12-05 Published : 2020-11-21

Keywords: emotional schemas# academic motivation# social acceptance# students,

Abstract :

The aim of this research was determine the effect of positive and negative emotional schemas on academic motivation with mediated social acceptance in secondary school students. The design study was descriptive from type of correlation. The research population was all secondary school students of Darab city in the academic year of 2017-18 with number of 2938 people, which 379 people of them were selected as a sample by multi-stage cluster sampling method. The research instruments were the questionnaires of Leahy's emotional schema, Vallerand and et all's academic motivation and Crowne and Marlowe's social acceptance. Data were analyzed by structural equation method with using SPSS and LISREL software. Findings showed that positive emotional schemas had a direct and positive effect on social acceptance and academic motivation, negative emotional schemas had a direct and negative effect on social acceptance and academic motivation and social acceptance had a direct and positive effect on academic motivation. Other results showed that positive and negative emotional schemas with mediated by social acceptance had an indirect effect on academic motivation (p < 0.05). The social acceptance variable was a good mediator between positive and negative emotional schemas with academic motivation. Therefore, to improve students' academic motivation can be increased the rate of positive emotional schemas and social acceptance and decreased the rate of negative emotional schemas.

References:

افشاری، علی و رضایی، رسول. (1397). پیش‌بینی احساس انزوای اجتماعی بر اساس طرح‌واره‌های هیجانی، سبک‌های هویت و طرح‌واره‌های ناسازگار اولیه در دانشجویان. مجله دانش و پژوهش در روان‌شناسی کاربردی، 19(1)، 69-61.

رجائی، یدالله. (1390). بررسی عوامل تاثیرگذار بر انگیزه پیشرفت دانشجویان دانشگاه آزاد اسلامی واحد ابهر، ورودی 88-1378. مجله علوم رفتاری، 3(7)، 74-63.

رفیعی جهرمی، محمد؛ کیامنش، علیرضا و بهرامی، هادی. (1397). تدوین الگوی علی خودکارآمدی تحصیلی بر اساس طرحواره‌های ناسازگار اولیه مادران و خودپنداره و باورهای غیرمنطقی دانش‌آموزان. فصلنامه فرهنگی- تربیتی زنان و خانواده، 12(42)، 60-33.

رهسپار، طیبه؛ خیر، محمد؛ برزگر، مجید و کورش‌نیا، مریم. (1398). نقش واسطه‌ای پذیرش اجتماعی و طرحواره‌های هیجانی در رابطه بین الگوهی ارتباطی خانواده و انگیزش تحصیلی دانش‌آموزان متوسطه دوره دوم. مجله روش‌ها و مدل‌های روان‌شناختی، 10(4)، 76-59.

سجادی، سیدنسیم؛ گل‌محمدیان، محسن و حجت‌خواه، محسن. (1395). اثربخشی طرحواره درمانی بر انگیزش تحصیلی دانش‌آموزان دختر دوره دبیرستان دوم. مجله دانش و پژوهش در روان‌شناسی کاربردی، 17(1)، 42-35.

صمدی‌فرد، حمیدرضا و نریمانی، محمد. (1396). رابطه بین درک تعامل، حمایت و پذیرش اجتماعی با قلدری در مدارس متوسطه پسرانه. مجله روان‌شناسی اجتماعی، 12(45)، 94-83.

قدسی، احمد؛ صریحی، نفیسه و آقایوسفی، علی‌رضا. (1393). رابطه انگیزه پیشرفت با طرحواره‌های ناسازگار اولیه و جو عاطفی خانواده. فصلنامه روان‌شناسی کاربردی، 8(4)، 131-111.

محمدی، شهناز و نشاط‌دوست، حمیدطاهر. (1396). رابطه ابعاد تنظیم هیجان و طرح‌واره‌های ناسازگار اولیه با اضطراب اجتماعی در زنان متأهل شهر اصفهان، 1393. مجله سلامت جامعه، 11(1)، 68-59.

 

Barkoukis, V., Lazuras, L., Ourda, D., & Tsorbatzoudis, H. (2020). Are nutritional supplements a gateway to doping use in competitive team sports? The roles of achievement goals and motivational regulations. Journal of Science and Medicine in Sport, 23(6), 625-632.

Batmaz, S., Kaymak, S. U., Kocbiyik, S., & Turkcapar, M. H. (2014). Metacognitions and emotional schemas: a new cognitive perspective for the distinction between unipolar and bipolar depression. Comprehensive Psychiatry, 55(7), 1546-1555.

Chon, Y. V., & Shin, T. (2019). Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis. Learning and Individual Differences, 70, 62-75.

Crowne, D. P., & Marlowe, D. (1960). A new scale of social desirability independent of psychopathology. Journal of Consulting Psychology, 24(4), 349-354.

Gaede, J., & Rowlands, I. H. (2019). The value of multiple perspectives: Problem-solving and critique in the evaluation of social acceptance research-A response to M. Wolsink. Energy Research & Social Science, 48, 262-268.

Hertsberg, N., & Zebrowski, P. M. (2016). Self-perceived competence and social acceptance of young children who stutter: Initial findings. Journal of Communication Disorders, 64, 18-31.

Jiang, Y., Rosenzweig, E. Q., & Gaspard, H. (2018). An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement. Contemporary Educational Psychology, 54, 139-152.

Leahy, R. L. (2002). A model of emotional schemas. Cognitive and Behavioral Practice, 9(3): 177-190.

Leahy, R. L. (2007). Emotional schemas and self-help: Homework compliance and obsessive-compulsive disorder. Cognitive and Behavioral Practice, 14(3), 297-302.

Leahy, R. L. (2018). Introduction: Emotional schemas and emotional schema therapy. International Journal of Cognitive Therapy. 12(3), 1-4.

Maulana, R., Opdenakker, M., & Bosker, R. (2016). Teachers' instructional behaviors as important predictors of academic motivation: Changes and links across the school year. Learning and Individual Differences, 50, 147-156.

Nikitin, J., Schoch, S., & Freund, A. M. (2014). The role of age and motivation for the experience of social acceptance and rejection. Developmental Psychology, 50(7), 1943-1950.

Sposato, R. G., & Hampl, N. (2018). Worldviews as predictors of wind and solar energy support in Austria: Bridging social acceptance and risk perception research. Energy Research & Social Science, 42, 237-246.

Tashkeh, M., Davazdahemamy M. H., Bazani, M., Shahhosseini, M., & Mostafalo, T. (2019). The effectiveness of emotional schema therapy on social acceptance and bullying behavior in teenagers with post-traumatic stress disorder. Health Research Journal, 4(2), 88-95.

Trudel-Fitzgerald, C., Qureshi, F., Appleton, A. A., & Kubzansky, L. D. (2017). A healthy mix of emotions: underlying biological pathways linking emotions to physical health. Current Opinion in Behavioral Sciences, 15, 16-21.

Vallerand, R. J., Blais, M. R., Briere, N. M., & Pelletier, L. G. (1989). Construction et validation de l'échelle de motivation en éducation (EME) [Construction and validation of the motivation toward education scale]. Canadian Journal of Behavioural Science / Revue Canadienne des Sciences du Comportement, 21(3), 323-349.

Werner, K. M., Milyavskaya, M., Klimo, R., & Levine, S. L. (2019). Examining the unique and combined effects of grit, trait self-control, and conscientiousness in predicting motivation for academic goals: A commonality analysis. Journal of Research in Personality, 81, 168-175.