دوره 11، شماره 3 - ( 7-1401 )
جلد 11 شماره 3 صفحات 120-112 |
برگشت به فهرست نسخه ها
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Shooraki M M, Daryapour E, Ardani A S. A Causal Model Of Psychological Capital And Harmful Academic Behaviors: The Mediating Role Of Emotional Regulation And Academic Self-Regulation. J Emerg Health Care 2022; 11 (3) :112-120
URL: http://intjmi.com/article-1-855-fa.html
URL: http://intjmi.com/article-1-855-fa.html
A Causal Model Of Psychological Capital And Harmful Academic Behaviors: The Mediating Role Of Emotional Regulation And Academic Self-Regulation. . 1401; 11 (3) :112-120
چکیده: (1859 مشاهده)
Background:This study aimed to present a causal model of the relationship between psychological capital and harmful academic behaviors for the mediating role of emotional regulation and academic self-regulation.
Method: The research method was the correlational model of structural equations. The statistical population of this study consisted of all eighth-grade students in Yazd in the academic year 2010-2011, of which 300 were selected by multi-stage cluster sampling. The research instruments included the Academic Harmful Behaviors Questionnaire, the Academic Self-Regulation Questionnaire the Emotional Regulation Problems Questionnaire, and the Psychological Capital Questionnaire. Data analysis was performed by the structural equation modeling method by PLS software.
Results:The results showed that the structure of psychological capital through the mediation of emotion regulation and academic self-regulation can predict the harmful behaviors of students.
Conclusion: Therefore, it can be concluded that psychological capital could increase or decrease Academic destructive behavior by increasing or decreasing them in academic emotion regulation and self-regulation.
Method: The research method was the correlational model of structural equations. The statistical population of this study consisted of all eighth-grade students in Yazd in the academic year 2010-2011, of which 300 were selected by multi-stage cluster sampling. The research instruments included the Academic Harmful Behaviors Questionnaire, the Academic Self-Regulation Questionnaire the Emotional Regulation Problems Questionnaire, and the Psychological Capital Questionnaire. Data analysis was performed by the structural equation modeling method by PLS software.
Results:The results showed that the structure of psychological capital through the mediation of emotion regulation and academic self-regulation can predict the harmful behaviors of students.
Conclusion: Therefore, it can be concluded that psychological capital could increase or decrease Academic destructive behavior by increasing or decreasing them in academic emotion regulation and self-regulation.
| بازنشر اطلاعات | |
 |
این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است. |