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Volume 23, Issue 138 (8-2024)
Journal of Psychological Science 2024, 23(138): 1-16 |
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Fallahnejad M, Ebahimi Qavam S, Dortaj F, Borjali A, Farrokhi N. (2024). Compilation and testing of academic adjustment model based on perceived parenting styles with the mediation of psychological capital, quality of life and academic emotions. Journal of Psychological Science. 23(138), 1-16. doi:10.52547/JPS.23.138.1285
URL: http://psychologicalscience.ir/article-1-1834-en.html
URL: http://psychologicalscience.ir/article-1-1834-en.html
Mohammadreza Fallahnejad * 
, Soqra Ebahimi Qavam , Fariborz Dortaj , Ahmad Borjali , Noorali Farrokhi
, Soqra Ebahimi Qavam , Fariborz Dortaj , Ahmad Borjali , Noorali Farrokhi
Ph.D Candidate in Educational Psychology, Faculty of Educational Sciences and Psychology, Allameh Tabataba'i University, Tehran, Iran. , mrfn1350@yahoo.com
Abstract: (542 Views)
Background: Research evidence indicates that several factors play a role in the academic adjustment of students, which due to the importance of parenting styles, psychological capital, quality of life and academic emotions, as well as the research gap in the field of providing a coherent model in this field, conducting more studies is necessary to It seems.
Aims: The purpose of the present study was to formulate and test the model of academic adjustment based on perceived parenting styles with the mediation of psychological capital, quality of life and academic emotions.
Methods: The present study was a description of the type of correlation studies using structural equations. The statistical population of this research included all the students of the third grade of the second high school for girls and boys of Fardis city (2537 people) in the academic year 2018-2019, of which 570 people were selected as a statistical sample based on the cluster sampling method. The data collection tools include 5 questionnaires of perceived parenting methods of McLone and Merrell (1998), quality of life questionnaire (Muntzari et al., 2014), Lutans et al. psychological capital questionnaire (2007), Pakran academic emotions questionnaire (2002) and the academic adjustment questionnaire of Sinha and Singh (1993). The data were analyzed by Pearson's correlation test and structural equations.
Results: The results showed that perceived parenting styles, psychological capital, quality of life and academic emotions have a direct and significant effect on academic adjustment (P< 0.05). Also, parenting styles perceived through mediating variables had an indirect and significant effect on academic adjustment (P< 0.001).
Conclusion: Based on the results of this study, it can be said that the structural model of the research has a good fit, and therefore, the use and application of this model in the problems of academic adjustment of students can be helpful to educational psychologists, teachers, managers, parents and education specialists
Aims: The purpose of the present study was to formulate and test the model of academic adjustment based on perceived parenting styles with the mediation of psychological capital, quality of life and academic emotions.
Methods: The present study was a description of the type of correlation studies using structural equations. The statistical population of this research included all the students of the third grade of the second high school for girls and boys of Fardis city (2537 people) in the academic year 2018-2019, of which 570 people were selected as a statistical sample based on the cluster sampling method. The data collection tools include 5 questionnaires of perceived parenting methods of McLone and Merrell (1998), quality of life questionnaire (Muntzari et al., 2014), Lutans et al. psychological capital questionnaire (2007), Pakran academic emotions questionnaire (2002) and the academic adjustment questionnaire of Sinha and Singh (1993). The data were analyzed by Pearson's correlation test and structural equations.
Results: The results showed that perceived parenting styles, psychological capital, quality of life and academic emotions have a direct and significant effect on academic adjustment (P< 0.05). Also, parenting styles perceived through mediating variables had an indirect and significant effect on academic adjustment (P< 0.001).
Conclusion: Based on the results of this study, it can be said that the structural model of the research has a good fit, and therefore, the use and application of this model in the problems of academic adjustment of students can be helpful to educational psychologists, teachers, managers, parents and education specialists
Keywords: academic adjustment, parenting styles, psychological capital, quality of life, academic emotions
Type of Study: Research |
Subject:
Special
Received: 2022/09/27 | Accepted: 2022/12/1 | Published: 2024/07/14
Received: 2022/09/27 | Accepted: 2022/12/1 | Published: 2024/07/14
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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)