Search

Objective: Resilience indicates a characteristic within an individual that enables them to flourish despite challenges and limitations, not only overcoming obstacles but thriving in the face of them. The aim of this study is to present a resilience model based on individual factors and the mediating role of emotion-focused coping strategy. Methods and Materials: This research is descriptive-correlational, with the statistical population comprising all male and female students studying at the undergraduate, master's, and doctoral levels at Islamic Azad University, Yazd Branch, during the 2022-2023 academic year. Samples were selected using stratified random sampling and, based on the Morgan table and accounting for subject dropout, a sample size of 420 individuals was chosen. The instruments used to measure the research variables included the Connor-Davidson Resilience Scale (CD-RISC), Attachment to God Questionnaire, Lazarus and Folkman's Coping Strategies, Garnefski et al.'s (2001) Cognitive Emotion Regulation Questionnaire, and Rosenberg's Self-Esteem Scale. Data analysis was conducted using structural equation modeling with SPSS 22 and Smart PLS4 software. Of the distributed questionnaires, 400 were evaluable and scorable. Findings: Data analysis results indicated that in all pathways, the significance level was less than the error level of 0.05, thus, at a 95% confidence level and an error level of 0.05, the total effect in the research model pathways is significant. The GOF criterion value was 0.513, indicating a moderate to high goodness of fit for the overall research model. Conclusion: The findings highlight the critical roles of self-esteem, emotional regulation, and attachment to God in enhancing resilience through emotion-focused coping strategies among students. [ABSTRACT FROM AUTHOR]

Background and Objectives: Procrastination has many negative consequences on both physical and mental health and the ability of people to achieve goals. Therefore, it is reasonable to study to know the related factors. The present study was conducted with the aim of analyzing the path of predicting academic procrastination of students based on their perfectionism and self-efficacy, considering the mediating role of metacognitive beliefs. Materials and Methods: The current research is a descriptive-correlational study. The statistical population included undergraduate psychology students of Kerman Islamic Azad University in the academic year 2022-2023, and 227 students were selected by convenience sampling and completed the scales of Savari et al.'s Academic Procrastination, Sherer and Maddux's General Self-Efficacy, Hill et al.'s Perfectionism, and Wells and Cartwright's Metacognitive Beliefs. Data were analyzed using structural equations modelling. Results: The results indicated that self-efficacy has a direct, positive and significant effect on positive metacognitive beliefs (β=0.39, p<0.01) and an inverse, negative and significant effect on negative metacognitive beliefs (β=-0.42, p<0.01) and academic procrastination (β=-0.32, p<0.01). The results also showed that perfectionism has a direct, positive and significant effect on positive metacognitive beliefs (β=0.83, p<0.01) and negative metacognitive beliefs (β=0.51, p<0.01). Conclusion: The results of the current study showed that metacognitive beliefs can play an important role in the relationship between self-efficacy and perfectionism and academic procrastination. Considering the negative consequences of procrastination on the academic health of students, it is recommended that intervention programs be prepared to appropriately change the variables affecting procrastination. [ABSTRACT FROM AUTHOR]

Objective: The present investigation was conducted with the objective of exploring the relationship between personality structures, as conceptualized by the neo-approach, and moral development, taking into consideration the mediating role of mind reading. Methods: The research design employed a correlational method. The target population consisted of students enrolled at Farhangian University of Kerman in 2023. A sample size of 350 students was randomly selected using the random sampling technique. The research instruments employed in this study included the NEO-SF questionnaire, Cognitive Emotion Regulation Questionnaire and Lotfabadi's Moral Development Scale. Data analysis was performed using SPSS-19 and AMOS software. Results: The findings derived from path analysis demonstrated that the modified model, after the exclusion of non-significant paths, exhibited a satisfactory fit. Furthermore, the results indicated that the dimensions of mind reading ability significantly mediated the relationship between personality traits and moral development. Conclusions: Based on the outcomes of this investigation, it is recommended to incorporate the teaching of emotional understanding and mind reading skills as a means of enhancing moral development. [ABSTRACT FROM AUTHOR]

Background: With the beginning of the 21st century, the necessity of transformation in education has become clear to everyone, and technology is the starting point of this transformation. The current research was conducted with the aim of investigating the relationship of e-learning with the perception of a constructive environment with the mediating role of learner and teacher abilities in high schools of Kerman city. Methods: This correlational study was performed using structural equation model between from 2021 to July 2020. The samples were 150 high school principals, experts, teachers, and students of Kerman city high schools in 2021 who were selected via convenience sampling. of these, 30 were experts and school teachers, and 120 subjects were high school students. The research tool was a 45-questions researcher-made questionnaire of the factors related to the enrichment of online education and a questionnaire of the perception of the constructivist learning environment based on the facts and Karsheki (2014). The face validity of the researchermade questionnaire was confirmed based on the experts' opinions, and the exploratory factor analysis confirmed the 4-factor structure of the questionnaire. The reliability of the questionnaire was confirmed based on the calculation of Cronbach's alpha coefficient. Data analysis was done using structural equation modeling method in AMOS software. Results: Using structural equation modeling, the relationship between family structure, educational system, learner ability, teacher ability, and perception of constructivist learning environment was investigated. The values of path coefficients and indirect effects showed that family structure with path coefficient (0.45) and educational system with path coefficient (0.18) indirectly influenced the perception of constructivist environment through the ability of the students. Also, the educational system with path coefficient (0.26) indirectly influenced the perception of constructivist environment through the teacher's ability. The mean and standard deviation of the sample group's scores in the variables of learner ability, teacher ability, and perception of constructivist learning environment were 27.39 and 4.10, 21.37 and 4.08, and 79.05 and 7.79, respectively. These variables included different dimensions that had a score range between 2 to 10, 2 to 4, and 10 to 50. Conclusion: Designing and managing various processes of the online learning system, keeping in mind the empowerment of various dimensions related to this system, namely knowledge, learner, teacher, and family. [ABSTRACT FROM AUTHOR]