List of Articles تنیدگی تحصیلی

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  1 - پیش بینی بهزیستی مدرسه بر اساس سرزندگی تحصیلی و خودکارآمدی با نقش میانجی تنیدگی تحصیلی در دانش آموزان
  فاطمه بیان فر سیمین وفایی نژاد
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  2 - The Relationship between Educational Stress and Educational Help Seeking and Students` Academic Achievement
  Rasoul AramFar Ali Zeynali
  This research aimed to determine the relationship between educational stress and educational help seeking and academic achievement among students. The statistical population of this research was all high school students of Urmia in 2014-2015 academic year. To this end, More

  This research aimed to determine the relationship between educational stress and educational help seeking and academic achievement among students. The statistical population of this research was all high school students of Urmia in 2014-2015 academic year. To this end, 360 students (210 girls and 150 boys) were selected by random multi-staged cluster sampling method. All of the participants completed the educational stress and educational help seeking questionnaires. Also, the GPAs of the previous year were considered as indicator of the students` academic achievement. The data was analyzed by Pearson correlation and multivariate regression. The findings showed a negative significant relationship between educational stress and academic achievement and a positive and significant relationship between educational help seeking and academic achievement. Moreover, there was no significant relationship between educational stress and educational help seeking (p≤0/01). The educational stress and educational help seeking in one model could predict 13/7 percent of the variance of academic achievement. Regarding the Standard Beta, the share of educational stress in predicting academic achievement was more  than educational help seeking (β=-0/28). Therefore, it is suggested that teachers, managers and planners consider the symptoms of educational stress and educational help seeking variables and design appropriate programs to improve students` academic achievement. Manuscript profile
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  3 - Perceived social support and academic stress:the roles of gender and cultural differences
  Omid Shokri Mohammad naghi Farahani Reza Kormi Nouri Ali Reza Moradi
  his study aimed to examine the moderating effects of cultural and gender groups in the relationship between perceived social support and academic stress among Iranian and Swedish university students. The sample consisted of 212 students (112 Iranian: 34 males, 78 female More

  his study aimed to examine the moderating effects of cultural and gender groups in the relationship between perceived social support and academic stress among Iranian and Swedish university students. The sample consisted of 212 students (112 Iranian: 34 males, 78 females; 100 Swedish: 29 males, 71 females). The participants completed the Multidimensional Scale of Perceived Social Support (MSPSS; Zimet, Dahlem, Zimet, & Farley,1988) and the Academic Stress Questionnaire (ASQ; Zajacova, Lynch, & Espenshade, 2005). The results of hierarchical regression analyses indicated that (1) there was a negative and significant relationship between perceived social support and academic stress among Iranian students, but insignificant among Swedish students, and (2) there were nonsignificant negative correlations between social support and academic stress for both genders among Iranian and Swedish students. In sum, these findings emphasized that the functional properties of social support in predicting academic stress were dissimilar in the two cultural contexts but were similar in both gender groups. Manuscript profile
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  4 - The role of coping styles in academic stress and academic achievement
  Omid Shokri Parvin Kadivar Zohreh Daneshvarpour
  In order to study the role of coping styles on aca-
     
   
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    complete the Student Life Stress Inventory (SLSI; Gad-    
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  In order to study the role of coping styles on aca-
     
   
     female 
          
     
    complete the Student Life Stress Inventory (SLSI; Gad-    
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   - gative correlations between academic achievement and academic stress, and between emotion-oriented and avoidant coping styles. The correlation between academic achievement and task-oriented coping style was positive. Academic stress showed a negative relationship with taskoriented coping style and positive relationships with emotion-oriented and avoidant coping styles. Stepwise regression analysis showed that academic stress, task-oriented coping style, emotion-oriented coping style, and 
      
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    ( +  precisely, the relationship between academic stress and academic achievement is influenced only by task-oriented and emotion-oriented coping styles. Strategies of promoting effective coping styles among university students are discussed. Key
  words: academic stress, academic.       Manuscript profile