Relationship Between Academic Stress, Educational Impulsivity and Negative Academic Self-Concept with Sense of Social Unconsciousness Based on the Mediation of Academic Frustration
Subject Areas : Educational Psychology
Farhad Shafiepour Motlagh
1
(
Mahallat
)
Monire Torabi Nahad
2
(
Marand
)
Keywords: Academic stress, Academic impotence, Negative self-concept, Social unconsciousness,
Abstract :
The purpose of this study was to determine the relationship between academic stress, academic impulsivity and negative academic negativity with a sense of social unconsciousness based on educational frustration mediation. The research method was descriptive correlational. The statistical population of this study includes all second grade high school students in Isfahan city in the academic year of 2016- 2017with 50707 people. A multi-stage cluster sampling method was used to select 382 people based on cochran's formula for random sampling. The research instrument consisted of five questionnaires including: Academic stress questionnaire, academic absence questionnaire, negative self-concept, social Identity questionnaire, and educational desperation questionnaire. Data were analyzed by pearson correlation, multiple stepwise regression analysis and structural equation modeling. Overall, the results showed that there was a significant relationship between academic stress, academic impulsivity and negative self-concept with social unconsciousness at P <0.05. Academic stress, academic impulsivity and negative academic self-concept with a sense of social unconsciousness through educational and indirect frustration have a significant relationship with P> 0.05.
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Talayei, Zavareh, Seyyed Hossein. (2010). Stress Management at School, Mental Health, 2(9), 24-22 [In Persian].
Tucker, C. M., Zayco, R. A., & Herman, K. C. (2002). Teacher and child variables as predictors of academic engagement among low-income African American children. Psychology in the Schools, 39(4), 477-488.
Zolali, B., & Ghorbani, F. (2014). Comparison of Academic Motivation and School Attraction in Students with and Without Dyslexia, Journal of Learning Disabilities, 3(4), 58-44 [In Persian].
_||_Akgun S., & Joseph C. (2003). Learned Resourcefulness Moderates the Relationship between Academic Stress and Academic Performance, Educational Psychology, 23(3).
Azhari, S., Miransab, M. M., & Mohebbi, M. (2017). Relationship between hope and academic achievement with the role of mediation of academic procrastination in students, Journal of Research & Education, l (37), 125- 142 [In Persian].
Bartwal, R. S., & Raj, A. (2014). Academic stress among school going adolescents in relation to their social intelligence. Indian Streams Research Journal, 4(2), 1-6.
Berman Steven, L., Weems Carl, F., & Petkus Veronica, F. (2009). The prevalence and incremental validity of identity problem symptoms in a high school sample. Journal of Child Psychiatry and Human Development. V 40. n2. 183 -195.
Berzonsky. MD. (2010). The structure of Identity: Commentary on Jane Kroger view of Identity status. Identity: An International Journal of Theory and Research. 3(3), 231-245.
Bhupinder, P. S. (2011). Study and Analysis of Academic Stress of B.Ed. Students, International Journal of Educational Planning & Administration, 1(2), 119-127.
Daphna Oyserman, N. A., Lewis, J., Veronica, X. Y., Oliver Fisher, S., Casey, O'D., & Eric H. (2017). An Identity-Based Motivation Framework for Self-Regulation, Psychological Inquiry, 28(2-3), 139-147.
Dev, P. C. (1996). Intrinsic Motivation and the Student with Learning Disabilities. N.A. Research Report. Department of Educational Studies, LAEB, Purdue University, West Lafayette, Indiana 47907. Purdue University.
Doran, B. (2006). Social Hope: Approaches and Theories, Research Institute of Humanities and Social Sciences, Vice Dept. of Research and Technology [In Persian].
Eronson, E. (2008). Social Psychology, Hussein Shokrunk Translation, Tehran: Growth Publication, Eighth Edition [In Persian].
Etyayei, S. F. (2006). Teacher's Role in Students' Socialization, Journal of Educational, Educational Relationship, 29. 31-27 [In Persian].
Gans, A. M., Kenny, M. C. & Ghany, D. L. (2003). Comparing the self-concept of students with and without learning disabilities. Journal of Learning Disabilities, 36(3), 287–295.
Germine, H. A.(2007). The Role of Racial Identity, Academic Self-Concept, and Self-Esteem in the Prediction of Academic Outcomes for African American Students, Journal of Black Psychology, 33, 2.
Ghosh Smritikana, M. (2016). Academic Stress among Government and Private High School Students, The International Journal of Indian Psychology, 3(2), 119-125.
Glaser, W. (2002). Unsafe Schools, Simple Translation by Hamza, Tehran: Growth Publishing [In Persian].
Green, J., Liem, G. A., Martin, A. J., Colmar, S., Marsh, H. W., & McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: key processes from a longitudinal perspective. Journal of adolescence, 35(5),111-122.
Grolnick, W. S., Richard, M., & Ryan, R. M.(1990). Self-Perceptions, Motivation, and Adjustment in Children with Learning Disabilities a Multiple Group Comparison Study. Learning Disability, 23(3), 177-184.
Jayanthi, P.; M. T., & Rajamanickam, R. (2014). Academic Stress and Depression among Adolescents: A Cross-sectional Study, Indian Pediatrics Journal, 15, 217-219
Joshi, Rashmi R. (2014). A Study of Stress Source among College Students, Shikshannteel Marmadrushti, 6(3), 61-63.
Martiny, S. E., & Rubin., M. (2016). Towards a Clearer Understanding of Social IdentityTheory’s Self-Esteem Hypothesis, Understanding Peace and Conflict Through Social Identity Theory, pp.19-32
Mathew, B., & Jayan, C. (2006). Academic stress and coping styles among plus-two students. Indian Psychol. Rev., 66(1), 41-48.
Mclnerney, D. M, Cheng, W. R, Ching, M, Haplam, A. K. (2012). Academic self- concept and learning strategies: Direction of effecton student academic achievement. Journal of Advanced Academic, 23(3), 249- 269.
McLeod, J. D., & Ronald, C. K. )1990(. Socioeconomic Status Differences in Vulnerability to Undesirable Life Events. Journal of Health and Social Behavior 31(2), 162-72.
Mesbah, N., Abedian, A. (2006). The Relation Between Stress and Despair in Students Residing in Dormitories, Quarterly Journal of Psychiatry and Clinical Psychology, 45, 154-159 [In Persian].
Miller, J. P. (2000). Theories of the curriculum, translated by Mahmoud Mehr Mohammadi. Tehran. Samt Publication [In Persian].
Momeni, H. (2016). Vulnerability Cycle Students, Journal of Social Science Education, eighteenth, 2nd, winter [In Persian].
Naghsh., S., Foroughi Abri, A. A., & ShafiePour Motlagh, F. (2016). A Model for Determining the Relationship between Academic Inclination, Academic Creativity and Academic Achievement with Educational Self-Esteem Based on the Mediation of Academic Severity, Quarterly Journal of Research in Curriculum, 13(21), 144-134 [In Persian]
Nazarinezhad, M. H. (2004). Social skills training for children, Mashhad: Ghods Publications [In Persian].
Peggy, A. T. (1991). On Merging Identity Theory and Stress Research, Social Psychology Quarterly, Vol. 54, No. 2 (Jun., 1991), pp. 101-112.
Rand, K. L., Martin, A. D., & Shea, A. M., (2011). Hope, but not optimism, predicts academic performance of law students beyond previous academic achievement. Journal of Research in Personality, 45(6), 683-686.
Saffari Nia, M., Agha Yousefi, A., & Mostafaei, A. (2015). The Relationship of Components of Social Negligence and Social Identity with Academic Performance of Students, Social Science Cognitive Study, 13(2), 123-134 [In Persian].
Shanahan, M. J. & Pychy, T. A. (2007). An ego identity Perspective on volitional action: Identity status, agency, and Procrastination. Journal of Personality and Individual Differences, 43. 901 – 911.
Snyder, C. R. (1995). Conceptualizing, measuring, and nurturing hope. Journal of Counseling and Development, 73, 355-360.
Snyder, C. R. (2000). Handbook of hope. San Diego: Academic Press.
Sohrabi, M., & Shafi Pour Motlagh, F. (2014). A Model for Evaluation of the Relationship between Descriptive Evaluation with Academic Shadiness, Academic Creativity and Academic Satisfaction with Mediating Academic Hope, Journal of Educational Sciences and Psychology, 9(19), 143-159 [In Persian].
Shokri, O., Kadivar, P., Naghsh, Z., Ghanaei, Z., Daneshvarpour, Z., & Molaei; M. (2007). Personality Characteristics, Academic Stress and Academic Performance, Journal of Psychological Studies, 3(3), 25-48 [In Persian]
Schultz, D., & Alan Schultz, S. (2012). Personality Theories, Mojtaba Shid Mohammadi Translation, Publishing of Virayesh [In Persian].
Sufi, S., Nilofari, A., Ahmadi, K., Ahmadipour, L., & Karimi, S. B. (2013). Investigating the Relationship between Quality Evaluation and Creativity and Self-Concept, Two Study Plans of Higher Education Curriculum, 3(6), 40-125 [In Persian].
Talayei, Zavareh, Seyyed Hossein. (2010). Stress Management at School, Mental Health, 2(9), 24-22 [In Persian].
Tucker, C. M., Zayco, R. A., & Herman, K. C. (2002). Teacher and child variables as predictors of academic engagement among low-income African American children. Psychology in the Schools, 39(4), 477-488.
Zolali, B., & Ghorbani, F. (2014). Comparison of Academic Motivation and School Attraction in Students with and Without Dyslexia, Journal of Learning Disabilities, 3(4), 58-44 [In Persian].
