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Showing 11 results for Optimism
Abbas Senobar, Sadegh Kasir, Amjad Taghavinasab, Elham Raeisi,
Volume 11, Issue 2 (7-2018)
Abstract
Introduction: Very variables have a role in improve the academic vitality of students. Therefore, present research aimed to determine the role of cognitive and metacognitive learning strategies, academic optimism and academic engagement in predicting academic vitality of nursing students.
Methods: This study was a cross-sectional from type of correlational. The research population were included all nursing students of Islamic Azad university of Ahvaz branch in 2017-18 academic years, that from them 200 people were selected by simple sampling method. Data collected by the questionnaires of Wolters cognitive and metacognitive learning strategies, Beard and et al academic optimism, Fredricks and et al academic engagement and Hosein Chari and Dehghani Zadeh academic vitality and analyzed by Pearson correlation and multiple regression with enter model methods.
Results: The findings showed cognitive learning strategies (r = 0.269), metacognitive learning strategies (r = 0.312), academic optimism (r = 0.375) and academic engagement (r = 0.438) had a positive and significant correlation with academic vitality of nursing students. Also, the variables of cognitive and metacognitive learning strategies, academic optimism and academic engagement predict 40.7 percent of variance of academic vitality of nursing students that in this prediction the share of academic engagement was higher than other variables (P < 0.01).
Conclusions: The results indicated the importance of the variables of cognitive and metacognitive learning strategies, academic optimism and academic engagement in predicting the academic vitality of nursing students. Therefore, to improve the academic vitality of nursing students can increase their cognitive and metacognitive learning strategies, academic optimism and academic engagement.
Mahdi Yousefvand, Ezzatollah Ghadampour, Hanieh Yavari, Arezoo Azadi, Arman Aaj,
Volume 12, Issue 1 (5-2019)
Abstract
Introduction: Academic resilience is one of the most important factors affecting educational out comes. The purpose of this study was to develop a model of educational resilience of medical students.
Methods: The research method was descriptive and was a structural equation model. The sample consisted of 433 undergraduate students selected by simple random sampling method and selected from among students of Lorestan University. The religious orientation, academic satisfaction, academic engagement and academic resilience were completed by the participants. Data were analyzed by structural equation analysis with AMOS22 software.
Results: The results showed that the initial model has a favorable fit. In this study, all direct and indirect paths were significant except for direct religious orientation on educational conflict.
Conclusions: Therefore, in developing educational programs to study the status of academic resilience, it is better to examine the religious orientation, academic engagement and academic optimism.
Sajjad Saadat, Seyed Hedayatollah Davarpanah, Fariba Saeedpour, Fatemeh Samiee,
Volume 12, Issue 3 (8-2019)
Abstract
Introduction: Academic commitment in students is influenced by various psychological factors. In this research, was studied the role of psychological capital (i.e., hope, optimism, self-efficacy, resilience) in students' academic commitment.
Methods: In this correlational study, 300 students from the faculty of humanities in University of Guilan were selected through cluster sampling method in 2017-18 accademic years. In order to collect data were used the Luthans et al Psychological Capital Questionnaire and Human-Vogel and Rabe Academic Commitment Scale. SPSS-23 and Lisrel software were used to calculate the data.
Results: The results of pearson correlation coefficient showed that there is a positive and significant relationship between psychological capital and academic commitment (r=0.426). Also, the results of a significant test of path coefficients showed that the role of psychological capital (hope, optimism, self-efficacy, resiliency) on educational commitment was significant (P≤0.05;t≥1.96), and psychological capital with a coefficient of 0.51 can directly explain 0.26 of the variance of academic commitment.
Conclusions: The present results support the importance of psychological capital in predicting academic commitment in students. Therefore, it seems that in order to increase the academic commitment of students, should be considered the role of predictor variables.
Mr Meysam Gholampour, Mr Hadi Pourshafei, Sima Ghorani Sirjani,
Volume 12, Issue 5 (12-2019)
Abstract
Introduction: The present research was done, aiming to study the relationship between pessimism and educational conflict with mediation role of hope for future of pre-university students.
Methods: The present research was descriptive and correlative, done on 273 persons of pre-university of Qaen city. Samples were chosen by clustering sampling. To gather data were used of 3 standard questionnaires; آخحثtionnaires sen by clustering Hope, Schneider and et (1991) ; educational optimism, Schenmooran and et (2013); education conflict, Reeve and tesing (2011); and reliability of tool was calculated by Kronbach's Alfa.
Results: Results showed that there is a positive and meaningful between optimism and educational conflict and hope for future and positive and meaningful relationship between hope for future and educational conflict, as well. Also, results of this analysis showed that hope play mediating role in relationship between optimism and educational conflict.
Conclusions: Results showed that there is a positive and meaningful relationship between educational conflict and hope. In other words, providing background to improve the attitude of students to education and future can decrease their educational conflict.
Fatemeh Mollaei, Massoud Hejazi, Mr Majid Yosefi Afrashteh, Mr Zekrollah Morovvati,
Volume 13, Issue 1 (4-2020)
Abstract
Introduction: The aim of this research is to study the mediating rule of cognitive flexibility in the relationship of academic optimism and academic vitality.
Methods: For this purpose the descriptive correlation method has been used. The research population includes 4834 female second-grade secondary high school students of Zanjan in the academic year of 2018 and using the relative multi-stage cluster method, sample size was determined to be 400. In order to collect data, Dehghanizadeh and Husainichary’s academic vitality questionnaire (2012), Tschannen-Moran’s academic optimism questionnaire (2013) and Dennis and Vander wal’s cognitive flexibility questionnaire (2010) were used. Data analysis and structural equation analysis were performed using Pearson correlation, and Lisrel and SPSS 18 softwares, respectively.
Results: The research findings indicate that the model is fitted and the research hypotheses, except for one case, are confirmed. The suggested model shows that academic optimism has an indirect (by mediation of cognitive flexibility) positive and meaningful relationship with academic vitality (p<0.01). Correlation analysis showed that there is a positive and meaningful relationship between academic optimism and academic vitality (p<0.05), while according to the model, such a result was not observed. The model also showed that there is a meaningful and positive relationship between academic optimism and cognitive flexibility, as well as between cognitive flexibility and academic vitality (p<0.05).
Conclusion: The findings highlight the role of academic optimism on cognitive flexibility, for arriving to academic vitality. The findings of the study were discussed regarding to theoretical and empirical evidence and suggestions have been made for this purpose.
Mrs Neda Ghasemi, Mrs Mitra Goudarzi, Dr Mohammad Ali Sepahvandi, Dr Simin Gholamrezaie,
Volume 14, Issue 1 (3-2021)
Abstract
Introduction: The aim of this study was to evaluate the structural relationship of the core self-evaluation, positive emotion and optimism with meaning in life in students by examining the mediating role of hope.
Methods: For this purpose, in a hypothetical structural model plan, relationships between ore self-evaluation, positive emotion and optimism with meaning in life, 166 students (99 boys and 67 girls) of Medical University of Isfahan were selected by accessible sampling. They were evaluated with Meaning in Life Questionnaire (MLQ), Life Orientation questionnaire of Scheier and Carver (1985), Positive and Negative Affect (Diner et al., 2010), Hope Snyder (2000).
Results: The results of the research showed that hopes play a mediating role in the relationship between the core self-evaluation, positive emotion and optimism with meaning in life. The findings supported the appropriate fitness of the hypothetical structure of the research variables, and the results showed a significant correlation between the core self-evaluation, meaning in life, positive emotion and optimism.
Conclusion: According to the findings, it can be said that the variables of hope, the core of their evaluation, positive emotion and optimism play an important role in the process of meaningfulness of students. These results, along with the confirmation of previous findings, have practical implications for enhancing hope students'.
Mr Gholamreza Ebrahimzadeh, Dr Houshang Jadidi, Dr Yahya Yarahmadi, Dr Omid Moradi,
Volume 14, Issue 2 (5-2021)
Abstract
Introduction: The purpose of the present study was to develop a causal model of academic satisfaction based on academic self-confidence and academic optimism mediated by cognitive strategies among male students.
Methods: The research method was correlational descriptive type. The statistical population included male high school students in Hamedan in the academic year 2019-2020. The sample size consisted of 338 persons which were selected randomly through two-stage cluster sampling method. The research tools included Lent et al satisfaction questionnaire, Azadichr('39')s academic self-confidence, Tschannen‐Moran et al Academic Optimism Scale, and Karamichr('39')s meta-cognitive strategies. Data were, then analyzed by means of structural equation modeling approach.
Results: The findings obtained from statistical analysis showed that there was a significant causal relationship between academic self-confidence and academic optimism with metacognitive strategies and academic satisfaction. It was also found that the causal relationship between metacognitive strategies and academic satisfaction was significant.
Conclusion:
Finally, the results emphasized the mediating role of metacognitive strategies in establishing the relationship between these variables. Based on the findings, it is suggested to use metacognitive strategies, academic self-confidence and academic optimism to increase studentschr('39') academic satisfaction.
Alireza Merati, Dr Ezatolah Ghadampour, ,
Volume 15, Issue 1 (3-2022)
Abstract
Abstract
Introduction: Studentschr('39') relationship with school is one of the most important aspects of education, several variables can be involved in this relationship and affect it. In this regard, the present study was conducted with the aim of predicting school-based relationships based on academic optimism and emotional schemas.
Method: The present study was descriptive and correlational and its statistical population consisted of all high school students in Kangavar in the academic year 1399-99. A total of 200 individuals were selected by multi-stage cluster sampling. Measurement tools were questionnaires related to Rezaei Sharif et al. (2011), Shearer and Carverchr('39')s academic optimism questionnaire and Leahy emotional schema questionnaire. Data were analyzed using SPSS version 23 using Pearson correlation coefficient and regression analysis.
Results: The results showed that there was a positive and significant relationship between optimism and emotional schemas associated with the school of students. Also, 52% of the total variance of the connection with the school of students can be predicted based on optimism and emotional schemas.
Conclusion: Accordingly, predictor variables can be considered as important and key components in the relationship and connection of students with school, and awareness of parents and teachers can lead to deepening and strengthening the connection with studentschr('39') school.
Ahmd Mirgol, Allanazar Alisofi, Sahar Mohseni,
Volume 16, Issue 5 (12-2023)
Abstract
Introduction: Optimism and hope are a group of non-cognitive abilities and skills that increase the ability of a person to succeed in coping with educational pressures. Therefore, the purpose of this study was to determine the role of optimism and hope belief in predicting the academic vitality of students of Payame Noor University in Zahedan.
Methods : A correlation research design was used to conduct this study. The study population consisted of psychology students of Payam Noor University of Zahedan in the academic year 97-98, 80 of whom were selected by simple random sampling. Data were collected using Shire & Carver's Life Orientation Questionnaires (1994), Schneider's Life Expectations (2008), and Hossein Chari and Dehghanizadeh's Academic Health (2012) and were then analyzed using SPSS-23 software. Pearson correlation and regression models were analyzed.
Results: Pearson correlation coefficient showed that there was a positive and significant relationship between academic life with hope (r = 0.46) at 99% confidence level, but there was not significant relationship between academic life and optimism (0.05≤ p). Also, strategic thinking measures could explain 48% of students' academic vitality.
Conclusion :The results indicate the importance of hopelessness variables in predicting students' vitality in psychology. Therefore, students' hopes can be raised to improve their academic vitality.
Dr Ali Afshari, Mrs Nikoo Majdinasab, Mrs Mitra Ghasempoor,
Volume 17, Issue 5 (11-2024)
Abstract
Introduction: Considering that, students are one of the most important social strata in the process of modernization and development of the country, nurturing and strengthening the sense of satisfaction and progress in them in order to achieve the prosperity of the society becomes especially important. Based on this, it is necessary to examine the effective factors in achieving academic satisfaction. The purpose of this research was to investigate the relationship between satisfaction with the field of study, academic engagement and explanatory optimism in medical students of Tabriz.
Methods: The research method was correlation type. The statistical population in this research was all the students of medical science centers in Tabriz. According to the size of the community, 150 people from each of the mentioned communities were selected by multi-stage cluster sampling method. The data collection tools included: academic satisfaction questionnaire (Moftaq, 2016), academic engagement questionnaire (Zarang, 2011) and optimism questionnaire (Ellery and Fincham, 2000). Pearson's correlation coefficient and multiple regression were used to analyze the research data.
Findings: The findings showed that there is a relationship between satisfaction with academic field and academic involvement (r = 0.668 and p < 0.01) and between satisfaction with academic field and explanatory optimism (r = 0.287 and 0.01). >p) There is a relationship. In addition, 37.7% of the variance of satisfaction with the field of study is explained by academic engagement and optimism.
Conclusion: According to the findings of the research, it can be concluded that academic involvement and explanatory optimism are among the factors affecting satisfaction with the field of study.
Leila Heidaryani, Ezatolah Ghadampour, Mohamad Abasi,
Volume 17, Issue 6 (1-2025)
Abstract
Introduction: Promoting and improving the health of learners is one of the most important aspects of human resource development and improvement, and in recent decades, educational organizations have attracted the attention of physically and mentally healthy people in educational institutions. The aim of this study was to design a structural model of health-oriented academic lifestyle behaviors based on school atmosphere with the mediating role of academic optimism in students.
Methods: The research method was descriptive-correlational and structural equation modeling. The statistical population included all elementary students (second year) of Boroujerd city in the academic year 2020-21 in the number of 16000 which were randomly selected as a sample of 450 people. Research data were collected using questionnaires of facilitators of health-oriented academic lifestyle behaviors Salehzadeh et al., School atmosphere Lee et al & academic optimism Tschannen-Moran & et al . The data were analyzed using structural equation method.
Results: The results of structural equation modeling showed that school climate has a significant direct effect on behaviors that facilitate studentschr('39') health-oriented academic lifestyle (b=0/30, p<0/01). Academic optimism also has an indirect effect on health-oriented academic lifestyle behaviors (p Cuncloution: considering the variables of school climate and academic optimism, we can expect an increase in behaviors that facilitate the health-oriented academic lifestyle of students.
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