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Associate Professor, Department of Psychology, Faculty of Psychology and Educational Science, Ilam University, Ilam, Iran. , j.mohammadzadeh@ilam.ac.ir
Abstract: (10 Views)
Background: The origin of students' challenges can be childhood maladaptive schemas that depend on academic buoyancy, and perceived social support has a great impact on individuals. Therefore, it is necessary to examine the relationship between early maladaptive schemas and academic buoyancy, considering the mediating role of perceived social support.
Aims: This study aimed to predict academic buoyancy based on the other directedness schema with the mediating role of perceived social support in female junior high school students in Ilam.
Methods: This study aimed to predict academic buoyancy based on the other directedness schema with the mediating role of perceived social support in female junior high school students in Ilam. Method: This study was a descriptive-correlational study in terms of its fundamental purpose and method, using regression analysis to investigate mediation. The statistical population of this study included all female junior high school students in Ilam in the year (2024), which was (5155) people, of which (358) students were selected by cluster random sampling in the year (1403). To collect data, Chari and Dehghani Zadeh's academic buoyancy questionnaire (2012), Yang et al.'s short form of the other directedness schema (1998), and Zimet et al.'s perceived social support questionnaire (1988) were used. The relationships among variables were examined using Pearson correlation and structural equation modeling techniques. The maximum significance level for hypothesis testing was set at 0.05 (p≤ 0.05). Data analysis was conducted using SPSS version 28 and AMOS version 24.
Results: Results indicated that the conceptual model demonstrated a good fit, and all relationships between variables were significant (p< 0.05). Perceived social support had a direct positive effect, and the other-directedness schema had a direct negative effect on academic vitality, collectively explaining 23% of its variance. Furthermore, perceived social support played a significant mediating role in the relationship between the other-directedness schema and academic vitality.
Conclusion: Based on the findings, it can be concluded that perceived social support and the other-directedness schema are important predictors of academic vitality, such that higher perceived social support is associated with greater academic vitality, and stronger other-directedness is associated with lower academic vitality. These findings have important implications for designing interventions aimed at enhancing academic vitality, which can focus on strengthening supportive resources and modifying maladaptive schemas.
Aims: This study aimed to predict academic buoyancy based on the other directedness schema with the mediating role of perceived social support in female junior high school students in Ilam.
Methods: This study aimed to predict academic buoyancy based on the other directedness schema with the mediating role of perceived social support in female junior high school students in Ilam. Method: This study was a descriptive-correlational study in terms of its fundamental purpose and method, using regression analysis to investigate mediation. The statistical population of this study included all female junior high school students in Ilam in the year (2024), which was (5155) people, of which (358) students were selected by cluster random sampling in the year (1403). To collect data, Chari and Dehghani Zadeh's academic buoyancy questionnaire (2012), Yang et al.'s short form of the other directedness schema (1998), and Zimet et al.'s perceived social support questionnaire (1988) were used. The relationships among variables were examined using Pearson correlation and structural equation modeling techniques. The maximum significance level for hypothesis testing was set at 0.05 (p≤ 0.05). Data analysis was conducted using SPSS version 28 and AMOS version 24.
Results: Results indicated that the conceptual model demonstrated a good fit, and all relationships between variables were significant (p< 0.05). Perceived social support had a direct positive effect, and the other-directedness schema had a direct negative effect on academic vitality, collectively explaining 23% of its variance. Furthermore, perceived social support played a significant mediating role in the relationship between the other-directedness schema and academic vitality.
Conclusion: Based on the findings, it can be concluded that perceived social support and the other-directedness schema are important predictors of academic vitality, such that higher perceived social support is associated with greater academic vitality, and stronger other-directedness is associated with lower academic vitality. These findings have important implications for designing interventions aimed at enhancing academic vitality, which can focus on strengthening supportive resources and modifying maladaptive schemas.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)