The Relationship of Core Anti-Social Beliefs, Social Anxiety and Academic Excitement Considering the Mediating Role of Experiential Avoidance and Social Problem-Solving in 15-18 Years-Old Students

Subject Areas : Journal of Educational Psychology

Hossien Rezapour ¹ , Mansoureh Bahramipour Isfahani, ² , Hajar Turkan ³

1 - Ph.D. Student of Educational Psychology, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - Assistant Prof, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
3 - Assistant Prof, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.

Received: 2023-04-02 Accepted : 2023-08-12 Published : 2023-05-22

Keywords: Social anxiety, Academic Excitement, experiential avoidance, core antisocial beliefs, social problem-solving,

Abstract :

  The present study was conducted to determine the relationship between core anti-social beliefs, social anxiety and academic excitement, considering the mediating role of experiential avoidance and social problem-solving in 15-18 years-old students. The research method is applied in terms of purpose and descriptive correlation in terms of the type of data and research method. The statistical population includes 3000 male high school students in the second round of the 2nd education district in the academic year of 2022 in Isfahan City. Among these, 341 people were selected as a sample using the cluster sampling method and using Morgan's table. To collect data from questionnaires of antisocial core beliefs (Apshe and De-Meo, 2012), adolescent social anxiety (Paklek, 2004), academic excitement (Pekrun et al., 2002), experimental avoidance of acceptance and action (Bond et al., 2011) and the ability to solve social problems (Drizila et al., 2011) were used. The collected data were analyzed using SPSS-24 and AMOS-26 software. The results showed that experiential avoidance plays a mediating role in the relationship between the mentioned variables and all the effects are significant at the 0.05 level and can be generalized except for the direct effect of antisocial core beliefs on social problem-solving at the 0.01 level.