The Relationship Between Child Attitudes Towards Parents and Histrionic Personality Traits: The Mediating Role of Defense Mechanisms
- سال انتشار: 1403
- محل انتشار: فصلنامه سنجش و پژوهش در مشاوره کاربردی، دوره: 6، شماره: 3
- کد COI اختصاصی: JR_JARCP-6-3_019
- زبان مقاله: انگلیسی
- تعداد مشاهده: 172
نویسندگان
PhD student, Department of Psychology, Qom Branch, Islamic Azad University, Qom, Iran.
Assistant Professor, Department of Psychology, Qom Branch, Islamic Azad University, Qom, Iran.
Assistant Professor, Department of Psychology, Qom Branch, Islamic Azad University, Qom, Iran.
چکیده
Objective: The aim of the present study was to determine the mediating role of self-regulation in predicting academic self-handicapping among lower secondary school students based on their attachment to parents, peers, and teachers.Methods and Materials: This research falls under the category of descriptive-correlational studies, utilizing structural equation modeling. The statistical population consisted of all female lower secondary school students in Tehran. The sample included ۳۸۴ participants selected through convenience sampling. Data were collected using the Inventory of Parent and Peer Attachment (Armsden & Greenberg, ۱۹۸۷), Teacher Attachment Scale (Eliot & Mikulincer, ۲۰۰۶), Self-Handicapping Scale (Jones & Rhodewalt, ۱۹۸۲), and the Academic Self-Regulation Questionnaire (Bouffard et al., ۱۹۹۵). Descriptive statistical indices such as mean and standard deviation were used. In the inferential statistics section, structural equation modeling and Pearson correlation methods were employed using SPSS.۲۲ and AMOS.۲۲ software for data analysis.Findings: The findings indicated a significant negative relationship between attachment to parents (β = -۰.۶۶۸, p < ۰.۰۱), attachment to peers (β = -۰.۲۵۶, p < ۰.۰۱), attachment to teachers (β = -۰.۰۵۱, p < ۰.۰۵), and students' academic self-handicapping. Additionally, there was a significant positive relationship between attachment to parents (β = ۰.۳۱۸, p < ۰.۰۱), attachment to peers (β = ۰.۳۴۰, p < ۰.۰۱), attachment to teachers (β = ۰.۲۴۲, p < ۰.۰۱), and students' academic self-regulation. A significant negative relationship was also found between academic self-regulation and students' academic self-handicapping (β = -۰.۲۳۳, p < ۰.۰۱). Furthermore, significant negative relationships were observed between attachment to parents (β = -۰.۰۷۴, p < ۰.۰۱), attachment to peers (β = -۰.۰۷۹, p < ۰.۰۱), attachment to teachers (β = -۰.۰۵۷, p < ۰.۰۱), and students' academic self-handicapping.Conclusion: Therefore, it was concluded that academic self-regulation significantly and negatively mediates the relationship between attachment to parents, peers, and teachers, and academic self-handicapping.Objective: The aim of the present study was to determine the mediating role of self-regulation in predicting academic self-handicapping among lower secondary school students based on their attachment to parents, peers, and teachers. Methods and Materials: This research falls under the category of descriptive-correlational studies, utilizing structural equation modeling. The statistical population consisted of all female lower secondary school students in Tehran. The sample included ۳۸۴ participants selected through convenience sampling. Data were collected using the Inventory of Parent and Peer Attachment (Armsden & Greenberg, ۱۹۸۷), Teacher Attachment Scale (Eliot & Mikulincer, ۲۰۰۶), Self-Handicapping Scale (Jones & Rhodewalt, ۱۹۸۲), and the Academic Self-Regulation Questionnaire (Bouffard et al., ۱۹۹۵). Descriptive statistical indices such as mean and standard deviation were used. In the inferential statistics section, structural equation modeling and Pearson correlation methods were employed using SPSS.۲۲ and AMOS.۲۲ software for data analysis. Findings: The findings indicated a significant negative relationship between attachment to parents (β = -۰.۶۶۸, p < ۰.۰۱), attachment to peers (β = -۰.۲۵۶, p < ۰.۰۱), attachment to teachers (β = -۰.۰۵۱, p < ۰.۰۵), and students' academic self-handicapping. Additionally, there was a significant positive relationship between attachment to parents (β = ۰.۳۱۸, p < ۰.۰۱), attachment to peers (β = ۰.۳۴۰, p < ۰.۰۱), attachment to teachers (β = ۰.۲۴۲, p < ۰.۰۱), and students' academic self-regulation. A significant negative relationship was also found between academic self-regulation and students' academic self-handicapping (β = -۰.۲۳۳, p < ۰.۰۱). Furthermore, significant negative relationships were observed between attachment to parents (β = -۰.۰۷۴, p < ۰.۰۱), attachment to peers (β = -۰.۰۷۹, p < ۰.۰۱), attachment to teachers (β = -۰.۰۵۷, p < ۰.۰۱), and students' academic self-handicapping. Conclusion: Therefore, it was concluded that academic self-regulation significantly and negatively mediates the relationship between attachment to parents, peers, and teachers, and academic self-handicapping.کلیدواژه ها
self-regulation, academic self-handicapping, students, attachmentاطلاعات بیشتر در مورد COI
COI مخفف عبارت CIVILICA Object Identifier به معنی شناسه سیویلیکا برای اسناد است. COI کدی است که مطابق محل انتشار، به مقالات کنفرانسها و ژورنالهای داخل کشور به هنگام نمایه سازی بر روی پایگاه استنادی سیویلیکا اختصاص می یابد.
کد COI به مفهوم کد ملی اسناد نمایه شده در سیویلیکا است و کدی یکتا و ثابت است و به همین دلیل همواره قابلیت استناد و پیگیری دارد.