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Volume 21, Issue 113 (8-2022)
Journal of Psychological Science 2022, 21(113): 1021-1036 |
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shakori moghadam F, Sadeghi J, mohammadzadeh admolaei R A, fallah V. (2022). Modeling the structural relationships of mind theory with academic anxiety through mediating of adjustment in high school students. Journal of Psychological Science. 21(113), 1021-1036. doi:10.52547/JPS.21.113.1021
URL: http://psychologicalscience.ir/article-1-1006-en.html
URL: http://psychologicalscience.ir/article-1-1006-en.html
Assistant Professor, Department of Educational Psychology, College of Literature, Humanities and Social Sciences, Islamic Azad Universuty, Babol Branch, Babol, Iran (Corresponding Author) , Jamalsadeghi48@yahoo.com
Abstract: (1815 Views)
Background: A systematic review of research suggests that different variables affect the explanation of adolescent academic anxiety, but the role of mind theory and compatibility have been neglected as an integrated model.
Aims: The purpose of this study was to evaluate the structural equation model of academic anxiety explanation of female adolescents based on mind theory with the mediating role of compatibility.
Method: The present study was a descriptive correlation and structural equations. The statistical population of the present study consisted of all ninth grade female adolescents in the first secondary schools during 2019-2020 in Ghaemshahr. In this study, 300 people were selected by two-stage cluster sampling to determine the sample size. Sinha and Singh’s (1993) Student Compatibility Questionnaire, Albert and Haber’s (1960) Academic Achievement Anxiety Questionnaire, and Stirman's Mind Theory (1994) were used for data collection. Structural equations with SPSSV18 and AMOSV23 software were used to analyze the data.
Results: The results showed that the variables of mind theory and compatibility have a direct and significant effect on academic anxiety (P<0.01). The indirect effect of mind theory on academic anxiety through compatibility mediation was also confirmed. In general, the research model was approved and the research variables were able to predict 67% of the academic anxiety variable.
Conclusion: Based on the results of this study, mind theory variable has an indirect effect on the academic anxiety of female adolescents due to compatibility, and therefore the knowledge of teachers, principals, parents, students and other experts in the field of education could be helpful in reducing the academic anxiety of female adolescents.
Aims: The purpose of this study was to evaluate the structural equation model of academic anxiety explanation of female adolescents based on mind theory with the mediating role of compatibility.
Method: The present study was a descriptive correlation and structural equations. The statistical population of the present study consisted of all ninth grade female adolescents in the first secondary schools during 2019-2020 in Ghaemshahr. In this study, 300 people were selected by two-stage cluster sampling to determine the sample size. Sinha and Singh’s (1993) Student Compatibility Questionnaire, Albert and Haber’s (1960) Academic Achievement Anxiety Questionnaire, and Stirman's Mind Theory (1994) were used for data collection. Structural equations with SPSSV18 and AMOSV23 software were used to analyze the data.
Results: The results showed that the variables of mind theory and compatibility have a direct and significant effect on academic anxiety (P<0.01). The indirect effect of mind theory on academic anxiety through compatibility mediation was also confirmed. In general, the research model was approved and the research variables were able to predict 67% of the academic anxiety variable.
Conclusion: Based on the results of this study, mind theory variable has an indirect effect on the academic anxiety of female adolescents due to compatibility, and therefore the knowledge of teachers, principals, parents, students and other experts in the field of education could be helpful in reducing the academic anxiety of female adolescents.
Type of Study: Research |
Subject:
General
Received: 2020/10/29 | Accepted: 2021/12/31 | Published: 2022/07/30
Received: 2020/10/29 | Accepted: 2021/12/31 | Published: 2022/07/30
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)