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تأثیر هوش هیجانی، خودتنظیمی و ابراز وجود بر رضایت تحصیلی با میانجیگری حمایت اجتماعی ادراکشده در دانشآموزان مقطع متوسطه دوم.
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- معلومة اضافية
- Alternate Title:
The effect of Emotional Intelligence, SelfRegulation and Assertiveness on Academic Satisfaction with mediation of Perceived Social Support in students of the second high school.
- نبذة مختصرة :
The aim of this study was to determine the mediating Role of Perceived Social Support in Relationship between Academic Satisfaction, Emotional Intelligence, Self-Regulation and Assertiveness. The research method was correlation of the type path analysis. The statistical population included all high school students in Kermanshah, from which 384 people were selected as a statistical sample. The sampling method was Multistage sampling. In order to collect Data the Academic Satisfaction Questionnaire (ASQ), Schutte Self-Assessment Questionnaire, (SRI), Gambrill, Richey Assertion Inventory (AI), Multidimensional Perception Social Support Scale (MSPSS) and Bouffard self-regulatory questionnaire (BSF) were used. Data analysis was performed using path analysis statistical method and by the SPSS-24, and AMOS-22 software. Findings showed that emotional intelligence, self-regulation and assertiveness through perceived social support have an indirect and significant effect on academic satisfaction and the causal model of academic satisfaction is based on the The mentioned variables is significant. Due to the important role of satisfaction in academic success and achievement, it is suggested to families, teachers and educational institutions that more research be done to identify the factors affecting this variable to provide the necessary conditions to increase academic satisfaction. [ABSTRACT FROM AUTHOR]
- نبذة مختصرة :
Copyright of Journal of Research in Educational Systems / Pizhūhish dar Niẓām Hā-yi Āmūzishī is the property of Iranian Educational Research Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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