Mon, Dec 23, 2024
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Ethics code: IR.IAU.BIRJAND.REC.1403.016
Ali Golgeh1 
, Mohamad-Hassan Ghanifar * 1, Department of Psychology, Islamic Azad University, Birjand Branch, Birjand, Iran. Jafar Tabatabaei1 , Samaneh Sadat Jafar Tabatabaei1
, Mohamad-Hassan Ghanifar * 1, Department of Psychology, Islamic Azad University, Birjand Branch, Birjand, Iran. Jafar Tabatabaei1 , Samaneh Sadat Jafar Tabatabaei1
1- Department of Psychology, Islamic Azad University, Birjand Branch, Birjand, Iran.
Abstract: (124 Views)
Introduction: Academic adjustment has been the focus of education researchers and many efforts have been made in order to determine the factors affecting it, therefore, the present study was conducted with the aim of mediating the role of rumination in the relationship between academic optimism and academic adjustment of students.
Method: The method of the current research was descriptive-correlation of the type of structural equations. The research population included all the male and female secondary school students of Birjand city in the academic year 2023-2024, of which 120 people were selected as a sample using available sampling method. The data collection tools were the academic optimism questionnaires of Schennen Moran et al. (2013), rumination by Nolen Hoeksma and Maro (1991) and academic adjustment by Clark et al. (1982). SPSS version 24 software (Pearson correlation test) and SmartPLS software were used for data analysis.
Results: The results showed the effect of academic optimism on negative rumination (β=-0.645), the effect of academic optimism on positive academic adjustment (β=0.263) and the effect of rumination on negative academic adjustment (β=-0.378). ) and was significant (P<0.01). Also, the path coefficient of the indirect relationship between academic optimism and academic adjustment through the mediating variable of rumination was significant (P<0.01).
Conclusion: To increase academic adaptation in students, attention should be paid to the role of academic optimism and rumination in students.
Method: The method of the current research was descriptive-correlation of the type of structural equations. The research population included all the male and female secondary school students of Birjand city in the academic year 2023-2024, of which 120 people were selected as a sample using available sampling method. The data collection tools were the academic optimism questionnaires of Schennen Moran et al. (2013), rumination by Nolen Hoeksma and Maro (1991) and academic adjustment by Clark et al. (1982). SPSS version 24 software (Pearson correlation test) and SmartPLS software were used for data analysis.
Results: The results showed the effect of academic optimism on negative rumination (β=-0.645), the effect of academic optimism on positive academic adjustment (β=0.263) and the effect of rumination on negative academic adjustment (β=-0.378). ) and was significant (P<0.01). Also, the path coefficient of the indirect relationship between academic optimism and academic adjustment through the mediating variable of rumination was significant (P<0.01).
Conclusion: To increase academic adaptation in students, attention should be paid to the role of academic optimism and rumination in students.
Type of Study: Research |
Received: 2024/08/24 | Accepted: 2024/11/6
Received: 2024/08/24 | Accepted: 2024/11/6
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