List of Articles academic anxiety

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  1 - The Mediating Role of Study Skills in the Effect of Academic Self-Efficacy,Epistemological Beliefs and Academic Anxiety on cademic Performance of Middle School Students
  Tohid Ashrafzade Ali Issazadegan Farzane Michaeeli Manee
  10.30486/jsrp.2018.545642
  This study examined the mediating role of study skills in the effect ofacademic self-efficacy, epistemological beliefs and academic anxiety on academic performance of first middle school students Orumieh city in the academic year 2015-2016. This study was descriptive (n More

  This study examined the mediating role of study skills in the effect ofacademic self-efficacy, epistemological beliefs and academic anxiety on academic performance of first middle school students Orumieh city in the academic year 2015-2016. This study was descriptive (non-experimental) and studydesign was correlational plans type of the structural equations. Statistical population of the study formed all of first middle school students of Orumieh in 2015-2016 years of academic. Sampling was cluster random and determination the sample size for each of the sub-variable were considered 20 samples and 350 persons were selected as the study sample .The instruments were: Academic Self-Efficacy Scale (Patrick, Hicks & Ryan, 1997), Epistemological Beliefs Scale (Schommer, 1991), Academic Anxiety Scale (Alpert & Haber, 1960), Study Skills Scale (Congos, 2009) and to measure academic performance of students the grade point average in the first academic semester 2015-2016 was used. Structural equation modeling was used to assess the structural effects of academic self-efficacy, epistemological beliefs, academic anxiety and study skills onacademic performance. The results of structural equation modeling revealed that study skills and academic self-efficacy directly affect the academic performance of students (p<0/01). Also the results revealed that academic self-efficacy and epistemological beliefs indirectly and through study skills affect the academic performance of students (p<0/01). Manuscript profile
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  2 - Comparison the Emotional and Social Intelligence, Academic Anxiety and Epistemological Beliefs in Internet Addicted and Non-Addicted Students
  Najibeh Akbarzadeh Vahid Fallah Seyedeh Esmat Rasooli
  This research aimed to comparison the emotional and social intelligence, academic anxiety and epistemological beliefs in internet addicted and non-addicted students. The present study was applied in terms of purpose and was comparative causal in terms of procedure metho More

  This research aimed to comparison the emotional and social intelligence, academic anxiety and epistemological beliefs in internet addicted and non-addicted students. The present study was applied in terms of purpose and was comparative causal in terms of procedure method. The study population was the second high school students of Babol city in the academic years 2018-19. Based on the Cochran's formula, the sample size was estimated 374 people, who were selected by multi-stage cluster sampling method. Data collection tools included the questionnaires of internet addiction (Young, 1998), emotional intelligence (Bradberry & Graves, 2004), social intelligence (Silvera & et al, 2001), academic anxiety (Philips, 1979) and epistemological beliefs (Schommer, 1993). To analyze the data was used from multivariate analysis of variance with using SPSS-20 software. The findings showed that internet addicted and non-addicted students were significantly different in terms of all four variables of emotional and social intelligence, academic anxiety and epistemological beliefs (p < 0.05). In the other words, internet addicted students than internet non-addicted students were at a lower level in terms of emotional intelligence, social intelligence and epistemological beliefs and higher in terms of academic anxiety. According to the results of the present study, internet addicted students in compared to internet non-addicted students were in a more unfavorable position in terms of all four variables of emotional and social intelligence, academic anxiety and epistemological beliefs. Therefore, it is necessary for education experts, school psychologists and counselors to hold courses and workshops for students and their families to understand the phenomenon of internet addiction and its consequences and thereby reducing their internet addiction. Manuscript profile
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  3 - Modeling academic anxiety based on parent-child perception, classroom environment perception, and socioeconomic status mediated by stress coping styles
  Shima Vafa Mina Mojtabaie Nasrin Bagheri Khadije Abolmaali Alhoseini
  Purpose: The purpose of the present study was to present a model of academic anxiety based on parent-child perception, perception of classroom environment and socioeconomic status by mediating stress coping styles in students. Methodology: The research method was descri More

  Purpose: The purpose of the present study was to present a model of academic anxiety based on parent-child perception, perception of classroom environment and socioeconomic status by mediating stress coping styles in students. Methodology: The research method was descriptive and correlational. The population of the study consisted of all female secondary school students in Tehran public schools who were studying in the academic year of 2015-2016. The sample size consisted of 480 secondary school girl students who were selected by multistage cluster sampling. Students' Questionnaires on Classroom Perception Questionnaires Made by Fraser, Fisher, and MacRobbie (1996); And responded to the Thames (2007) socioeconomic status questionnaire. Structural equation modeling was used to analyze the data. Findings: The results showed that the structural model of the research assumes that the variables of socioeconomic status, parent-child relationship perception, and perception of classroom environment, both directly and indirectly, mediate stress coping styles, the present variable of academic anxiety Predicted and fitted to the data collected. Conclusion: The variables of socioeconomic status, parent-child relationship, and perception of classroom environment, both directly and indirectly, mediate the current stressor coping styles predicting academic anxiety. Manuscript profile
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  4 - The Relationship between In-School Components and Family Function with Secondary High School Students' Academic Anxiety
  Ehsan Sayeh Miri Sajad Taherzadeh Ghahfarokhi Ameneh Abbasi
    The aim of this study was to investigate the relationship between intra-school components (classroom environment, school environment) and family performance with academic anxiety of students. The research method was descriptive-correlational. The statistical popu More

    The aim of this study was to investigate the relationship between intra-school components (classroom environment, school environment) and family performance with academic anxiety of students. The research method was descriptive-correlational. The statistical population includes all female of first high school students in Ilam, Their number is 3120 people. The research sample is based on Krejcie and Morgan table of 300 students who were selected by multi-stage cluster sampling. Data were collected using the classroom and school environment questionnaire (2002), the Epstein, Baldwin & Bishab family performance questionnaire (1983) and the Phillips academic anxiety questionnaire (1987). Multivariate Pearson and Regression correlation coefficients were used to analyze the data. Findings showed that between the factors related to the classroom environment and academic anxiety with r = -0.521 and significance coefficient of 0.001, between the factors related to school environment and academic anxiety with -0 = 155 and the significance coefficient of 0.035 And between family performance and academic anxiety with r = -0.581 and significance coefficient of 0.001. There is an inverse and significant relationship. Also, the findings of the regression equation showed that the factors within the classroom and family performance together can predict 0.432% of academic anxiety. Therefore, it is concluded that the more appropriate the intra-school components (classroom environment, school environment) and the better the family functioning, the less anxiety students experience. Manuscript profile