Background: Quality of life, self-esteem and attribution styles have important effects on people's individual and social functions. Through determining the interactional relations of these factors, parents and schools can plan to change each one of them and improve their children's functions. Objectives: The current study aimed to investigate the interactional relations among students' quality of life, self-esteem and attribution styles. Methods: The research sample included 365 primary school students (154 boys and 211 girls), who were selected through random cluster sampling. They filled in the questionnaire after each item was read by their teacher. Research tools included three questionnaires including Sieberer's quality of life, Seligman's attribution styles and Rosenberg's self-esteem questionnaires. Statistical analyses were conducted by Pearson correlation and analysis of regression. Results: The results indicated that there was a significant positive relationship among dimensions of quality of life (except for physical well-being and peers relation and support) and self-esteem. Furthermore, there was a significant negative relationship between self-esteem and negative mood (from components of quality of life) and all components of quality of life were significant predictors of self-esteem. On the other hand, self-esteem was the greatest predictor of negative mood (0.13) and efficiency in the school environment (0.02) (from components of quality of life) (P = 0.01). The results also showed that there were significant positive correlations among optimistic attribution style, self-perception and peers relation and support (from components of quality of life). Conclusions: Since variables of negative mood and efficiency at the school environment were effective factors on self-esteem and, optimistic attribution style was affected by peers relation and support, educational planning for each indicator can improve the quality of life of primary school students.
Background: Quality of life, self-esteem and attribution styles have important effects on people's individual and social functions. Through determining the interactional relations of these factors, parents and schools can plan to change each one of them and improve their children's functions. Objectives: The current study aimed to investigate the interactional relations among students' quality of life, self-esteem and attribution styles. Methods: The research sample included 365 primary school students (154 boys and 211 girls), who were selected through random cluster sampling. They filled in the questionnaire after each item was read by their teacher. Research tools included three questionnaires including Sieberer's quality of life, Seligman's attribution styles and Rosenberg's self-esteem questionnaires. Statistical analyses were conducted by Pearson correlation and analysis of regression. Results: The results indicated that there was a significant positive relationship among dimensions of quality of life (except for physical well-being and peers relation and support) and self-esteem. Furthermore, there was a significant negative relationship between self-esteem and negative mood (from components of quality of life) and all components of quality of life were significant predictors of self-esteem. On the other hand, self-esteem was the greatest predictor of negative mood (0.13) and efficiency in the school environment (0.02) (from components of quality of life) (P = 0.01). The results also showed that there were significant positive correlations among optimistic attribution style, self-perception and peers relation and support (from components of quality of life). Conclusions: Since variables of negative mood and efficiency at the school environment were effective factors on self-esteem and, optimistic attribution style was affected by peers relation and support, educational planning for each indicator can improve the quality of life of primary school students.
Background: Self-esteem, attributional styles, and self-handicapping play key roles in students' individual and social performances. Through determining interactional relations among these factors, parents and schools can plan for improving students' performances. Objectives: Hence, this study aimed to investigate the relationship of self-esteem and attributional styles with self-handicapping among primary school students. Methods: The statistical population of this study comprised of 3rd to 5th grades of primary school students in Zahedan, during the 2015 -2016 academic year. The research sample consisted of 365 primary students (154 boys and 211 girls) aged 9 to 11 years old who were selected using the random cluster sampling method. The research measurement tools were the Seligman et al. Children's attributional style questionnaire, the rosenberg self-esteem scale, and the Midgley et al. self-handicapping scale. The statistical analyses were performed via SPSS16 using both descriptive and inferential statistics including the correlation test and the Inter regression analysis. Results:The descriptive results indicated that the means of the pessimistic (9.15), optimistic (9.39) attribution styles, and selfhandicapping (7.11) among the students were lower than the nominal mean of the questionnaires, however, the mean of self-esteem (31.20) was higher than the nominal mean score. Furthermore, results showed that self-handicapping was significantly and positively related to the pessimistic attribution style and it was significantly and negatively correlated with self-esteem. In addition,
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