Objective:The current study aimed at investigating the role of patience and its components in predicting self-control among high school students in Shiraz, Iran. Methods:The statistical population of the study included all high school students of Shiraz. Three hundred and thirty-two students (161 females and 171 males) were recruited via cluster sampling method. The subjects participated in the study by completing the patience scale for children and adolescents and self-control scale. To analyze the data, mean, standard deviation (SD), and Pearson correlation coefficient were used. Moreover, to investigate the role of patience and its components in predicting self-control, simultaneous multiple regression analysis was utilized. Results:The results showed that patience total score and the components of transcendence, contentment, persistence, and hesitation positively and significantly correlated with self-control (P < 0.01). Patience total score also positively and significantly predicted self-control (β = 0.58; P < 0.001). This variable explained 33% of the variance. Moreover, transcendence (β = 0.18; P < 0.001), hesitation (β = 0.27; P < 0.001), and persistence (β = 0.35; P < 0.001) positively and significantly predicted self-control. These variables explained 36% of the variance. Conclusion:According to the role of patience and its components in predicting self-control, it is recommended to utilize educational strategies of patience to enhance self-control among high school students. To emphasize the components of patience in teaching educational strategies of patience is also suggested.
Background and Objectives: People are always looking for new ways to achieve a good and healthy life. They associate such a life with wellbeing and happiness. The World Health Organization defines health as a form of wellbeing, in which each person identifies his or her abilities and plays a role in society effectively. Many studies have shown the correlation between moral virtues and psychological wellbeing. This research aims to study the role of militancy/ peacefulness morality in predicting psychological wellbeing among university students. Methods: This research was a correlational study. The sample size was calculated based on Kline guideline. We included in our study 530 (226 males and 304 females) undergraduate students in humanities, engineering, basic sciences, art, and architecture. They were selected by random cluster sampling method from different faculties of Shiraz University, Shiraz City, Iran, from January to September 2019. Then, they responded to Ryff’s psychological wellbeing scale and researcher-made militancy/peacefulness scale. The obtained data were analyzed using structural equation modeling in AMOS software. Results: Their Mean±SD total scores of wellbeing and militancy were 21.62±4.54 and 52.75±10.15, respectively. The results of analytical statistics showed that militancy/peacefulness (such as hatred, mischief, slander, and stupidity) is a negative predictor of psychological wellbeing. The obtained results of this analysis also showed that the final model of the study has good fitness. Conclusion: Considering the findings of this study, we recommend teaching peaceful behaviors in universities by using educational workshops in the field of moral virtue.
Background: Social-cognitive theorists suggest that cognitive-emotional factors play essential roles in academic outputs like academic engagement. Objectives: The purpose of the present study was to investigate the relationship between social achievement goals and academic engagement by mediating role of academic and social positive emotions. Methods: The method of present study was descriptive cross-sectional study based on correlational research. Using cluster multi-stage sampling method, this study included 566 undergraduate students (278 male and 288 female) in the first semester of 2018. The research instruments were Social Achievement Goals scale, Academic Hope scale, Admiration scale, and Academic Engagement inventory. Data were analyzed using correlation matrix and structural equation modeling. Results: Results of analyzing data showed that social development goal had a positive indirect effect (β = 0.41, P = 0.01) on academic engagement through academic hope and admiration. Also, social demonstration-approach goal had an indirect and negative effect (β = -0.08, P = 0.01) on academic engagement by the mediating role of admiration. In general, the research model was able to explain 31% of the variance of academic engagement with two latent variables of social achievement goals and academic and social positive emotions. Conclusions: In general, social achievement goals and positive emotions significantly explained the variance of academic engagement. The findings provide supportive evidence for how motivations and emotions can affect academic engagement.
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