[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 10, Issue 6 (January-February 2017) ::
Educ Strategy Med Sci 2017, 10(6): 469-478 Back to browse issues page
Explaining Student-Teachers High-Risk Behaviors Based on Academic Identity and Academic Motivation
Zobair Samimi 1, Abozar Dehani 2, Farnaz Shaban basim 3, Arash Shahbaziyan khonig 1
1- Department of Educational Sciences, Faculty of Education and Psychology, Shahid Madani University, Tabriz, Iran
2- Department of Educational Sciences, farhangian University, Allameh Tabatabaei Pardis of Sabzevar, Sabzevar, Iran
3- Department of Educational Sciences, Faculty of Education and Psychology, Shahid Madani University, Tabriz, Iran , Farnaz.shaban@yahoo.com
Abstract:   (2105 Views)

Background and Aim: High-risk behaviors endanger the health and well-being of individuals. Therefore, it is important to recognize its effective factors. Therefore this study aimed to explain student - teachers high-risk behaviors based on academic identity and academic motivation.
Methods: The research method was a descriptive-correlation, and the statistical population consists of all male student – teachers (n=500) at Farhangian University of Sabzevar in 2016-2017 and 220 students were selected using available sampling method and using the Cochran formula. Academic identity status questionnaire, academic motivation scale and Iranian youth high-risk behaviors scale were used for data gathering. Data analysis was performed using the multiple regression analysis (stepwise) and software SPSS version 16.
Findings: The results showed that there is a significant negative relationship between academic identity achievement with smoking and sex and followering academic identity with sex (p>0.05). There is a significant negative relatioship between internal motivation with smoking and sex (p>0.01). Stepwise regression analysis showed academic identity achievement and academic identity follower predict Smoking and sex components. Also, intrinsic motivation predict smoking and sex components of high-risk behaviors.
Conclusion: Academic identity and academic motivation are predictors of high-risk behaviors in students.

Keywords: High-Risk Behaviors, Academic identity, Academic motivation
Full-Text [PDF 1188 kb]   (492 Downloads)    
Article Type: Original Research | Subject: Health
Received: 2017/03/13 | Accepted: 2017/08/8 | Published: 2017/10/31
References
1. Fathi U, Zakeripour GH. Psychological causes of adolescent high-risk behaviors and identify strategies to deal with it. Police Knowl Capital. 2014; 7(1): 95- 126. [persian].
2. Boostani D. Social capital and risk behavior; Case Study: High school students in Kerman. Soc Sci Facul Literat Hum Univ Mashhad.2012; 9(1): 1-31. [persian].
3. Hale DR, Fitzgerald-Yau N, Viner RM. A systematic review of effective interventions for reducing multiple health risk behaviors in adolescence. Am J Public Health. 2014;104(5): 19-41. [Homepage]
4. Boyer TW. The development of risk-taking: A multiperspective review. Dev Rev. 2006; 26(3): 291-345. [Homepage]
5. Buelow MT. The Influence of Cognitive, Personality and Social Variables: Predicting Changes in Risky Behaviors over a Two Year Interval. [dissertation]. St. Louis (MO): Ohio University: College of Arts and Science; 2005. [Homepage]
6. Greenberger E, McLaughlin CS. Attachment, coping and explanatory Style in late adolescence. Youth Adol. 1998; 27(2): 121-139. [Homepage]
7. McCarthy CJ, Moller NP, Fouladi RT. Continued attachment to parents: Its relationship to affect regulation and perceived stress among college students. Meas Eval Couns Dev. 2001; 33(4): 198-212. [Homepage]
8. Rogers A. Human behavior in the social environment. Routledge; 2013 Apr 26.
9. Wilson MD, Jorffe A. Adolescent medicine. JAMA. 1995; 273(21): 1657-1659. [Homepage]
10. Ellis BJ, Del Giudice M, Dishion TJ, Figueredo AJ, Gray P, Griskevicius V, et al. The evolutionary basis of risky adolescent behavior: implications for science, policy, and practice. Dev Psychol. 2012; 48(3): 598-623. [Homepage]
11. Schwartz SJ, Hardy SA, Zamboanga B L, Meca A, Waterman A S, Picariello S, & e tal. Identity in young adulthood: Links with mental health and risky behavior. Appl Dev Psychol. 2015; 36 (4): 39-52. [Homepage]
12. Schwartz SJ. The evolution of Ericksonian and Neo- Ericksonian identity theory and research: a review and integration. Theory Res. 2001; 1(1): 57- 58. [Homepage]
13. Haaji-Khayat A. Explain different aspects of identity. Psychol Educ Stud. 2003; 7(3): 163- 184. [persian].
14. Abbasi M. Self-determination skills education impact on an optimistic explanatory style, identity and self-determination education elementary school students with learning disabilities in Ahwaz. [dissertation]. St. Louis (MO):Univercity of Ahwaz: College of Education and Psychology; 2014. [persian].
15. Was CA, Isaacson RM. The development of a measure of academic identity status. Res Educ. 2008; 18(2): 94-105.
16. Dumas TM, Ellis WE, Wolfe DA .Identity development as a buffer of adolescent risk behaviors in the context of peer group pressure and control. Adolesc. 2012; 35(4): 917-927. [Homepage]
17. Usefi M. Intermediation role of identity styles of self-differentiation and psychological well-being of married teachers. [dissertation]. St. Louis (MO): Islamic Azad University of Maevdasht; 2014. [persian].
18. Bosman A. An investigation into the motivation to learn of further education training phase learners in a multicultural classroom [dissertation]. St. Louis (MO): University of South Africa; 2012. [Homepage]
19. Ranjbar M, Fekri K. The effects of training on students' motivation theory first year high school Super Khomeini city. Educ Stud. 2015; 1(1): 112- 134. [persian].
20. Martin A J, Marsh H W, Debus R L. Self- handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Educ Psychol, 2001; 93(1): 87-102. [Homepage]
21. Deci EL, Ryan RM. Intrinsic motivation and self-determination in human behavior. New York: Plenum Press; 1985.
22. Lynch AD, Lerner RM, Leventhal T. Adolescent academic achievement and school engagement: An examination of the role of school- wide peer culture. Young Adolesc, 2013; 42(1): 6-12.
23. Deci EL, Ryan RM. Motivation, personality, and development within embedded social contexts: An overview of self-determi- nation theory. In R. M. Ryan (Ed.), Oxford handbook of human motivation. Oxford, UK: Oxford University Press 2012;26(3): 85-107. [Homepage]
24. Clark MH, Schroth CA. Examining relationships between academic motivation and personality among college students. Learn Indiv Differ. 2010; 20(1): 19-24. [Homepage]
25. Reev J. Understanding motivation and emotion. 4th Ed. Tehran: Virayesh; 2006.
26. Samimi Z, Heyrati H, Ramesh S, Kord Tamini M. Role of Academic Motivation in High-risk Behavior of Vulnerable students. Child Ment Heal. 2016; 3(3): 85- 96. [persian]. [Homepage]
27. Mazloumi S, Ehrampoush MA, Servat FL, Asghar Shahi M. The study of motivation and its relationship with health risk behaviors among male students. Shaheed Sadoughi Univ of Med Sci, 2010; 18(3): 184- 190. [persian]. [Homepage]
28. Komarraju M, Karau SJ. The relationship between the big five personality traits and academic motivation. Pers indiv differ. 2005; 39(3): 557-567. [Homepage]
29. Oyserman D, Smith GC, Elmore K. "Identity‐based motivation: Implications for health and health disparities. Soc Issues. 2014; 70(2): 206-225. [Homepage]
30. Hejazi E, Amani H, Yazdani M A. Evaluate the psychometric characteristics of the Iranian students' academic identity status. Psychol meth & models. 2011; 2 (5): 1-15. [persian].
31. Bohrani M. Validity and reliability of Harter motivation scale. psychol res. 2009;5(1):51-171. [persian].
32. Zadeh-Mohammadi, A., Ahmadabadi, Z. Psychometric characteristics of the formulation and evaluation of risks Iranian teenagers. Psychiat Clin Psychol. 2008; 3 (17): 218-225. [persian].
33. Abdizarin S, Sajjadian P, Shahiad SH, Baianmemar A, Azimi H. Relationship Between Identity Style, Identity Commitment and Psychological Well- being in Guidance Girl students in Qom City. Public Heal. 2010; 9(1): 1-10. [persian].
34. Waterman A S. Idenntity as an aspect of optimal psychological functioning. pers Soc psychol. 1992; 58(4):664- 663.
35. Azarniad A, Madani M, Abolmaali K H. The Relation of Identity Processing Style and Conflict Relation Sterategies With Psychological Well- Being. Psychol. 2016; 20 (3): 346- 360.
36. Shamloo Z S, Cox W M. The relationship between motivational structure, sense of control, intrinsic motivation and university students' alcohol consumption. Addict Behav. 2010; 35(2):140–146. [Homepage]
37. Martin A J, Marsh H W. Academic resilience and its psychological and educational correlates: A construct validity approach. Psychol School. 2006; 43(3): 267-81. [Homepage]
38. Sorebo O, Halvari H, Gulli V F, Kristiansen R. The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology. Comput Educ. 2009; 53(4): 1177-1187. [Homepage]
39. Patrick H, Knee C R, Canevello A, Lonsbary C. The role of need fulfillment in relationship functioning and well-being: a self-determination theory perspective. Pers Social Psychol. 2007; 92(3): 434-457. [Homepage]
40. Katz I, Kaplan A, Gueta G. Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. Exp Educ. 2009; 78(2): 246-267. [Homepage]
41. Legault L, Gutsell J N, Inzlicht M. Ironic effects of antiprejudice messages: How motivational interventions can reduce (but also increase) prejudice. Psychol Sci. 2011; 27(6): 519-30.
42. Vansteenkiste M, Zhou M, Lens W, Soenens B. Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing?. Educ Psychol. 2005; 97(3): 468-473.
43. Carreira JM. Relationship between motivation for learning EFL and intrinsic motivation for learning in general among Japanese elementary school students. System. 2011; 39(1): 90-102. [Homepage]
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA code


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Samimi Z, Dehani A, Shaban basim F, Shahbaziyan khonig A. Explaining Student-Teachers High-Risk Behaviors Based on Academic Identity and Academic Motivation. Educ Strategy Med Sci. 2017; 10 (6) :469-478
URL: http://edcbmj.ir/article-1-1195-en.html


Volume 10, Issue 6 (January-February 2017) Back to browse issues page
دوماهنامه علمی- پژوهشی راهبــردهای آموزش در علوم پزشکی Education Strategies in Medical Sciences
Persian site map - English site map - Created in 0.05 seconds with 30 queries by YEKTAWEB 3764