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2. Associate Professor, Department of Psychology, Faculty of Psychology and Educational Science, Ilam University, Ilam, Iran , J.mohammadzadeh@ilam.ac.ir
Abstract: (10 Views)
Background: Although limited studies have examined the effect of early maladaptive schemas on academic buoyancy, this study specifically examines the mediating role of perceived social support in the relationship between hypervigilance with academic buoyancy.
Aims: This study aimed to predict academic buoyancy based on the hypervigilance 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 hypervigilance 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), Young et al.'s maladaptive schemas short form (1998), and Zimet et al.'s perceived social support questionnaire (1988) were used. Data analysis was performed using multivariate regression analysis and SPSS version 22 software.
Results: Based on the results, a significant negative relationship was observed between between early maladaptive schemas of hypervigilance and academic buoyancy (r = -0.51, P = 0.001). Also, a significant positive relationship was observed between perceived social supportas (a mediating variable) and academic buoyancy (r = 0.63, P < 0.01). Also, a significant negative relationship was observed between schemas of hypervigilance and perceived social support (r = -0.53, P = 0.001).
Conclusion: According to the results, as the level of perceived social support increases among students, the level of academic buoyancy increases and the
Aims: This study aimed to predict academic buoyancy based on the hypervigilance 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 hypervigilance 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), Young et al.'s maladaptive schemas short form (1998), and Zimet et al.'s perceived social support questionnaire (1988) were used. Data analysis was performed using multivariate regression analysis and SPSS version 22 software.
Results: Based on the results, a significant negative relationship was observed between between early maladaptive schemas of hypervigilance and academic buoyancy (r = -0.51, P = 0.001). Also, a significant positive relationship was observed between perceived social supportas (a mediating variable) and academic buoyancy (r = 0.63, P < 0.01). Also, a significant negative relationship was observed between schemas of hypervigilance and perceived social support (r = -0.53, P = 0.001).
Conclusion: According to the results, as the level of perceived social support increases among students, the level of academic buoyancy increases and the
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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)