Academic Performance and Friendship Relation in Students: Role of Personality (original) (raw)
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2007
today emotional intelligence is considered as a new subject in the field of psychology. Studies that have been done in this area indicated the importance of emotional intelligence and its components in different aspects of individuals' life such as education, marriage, employment and social relationship. Methods and Materials: the method of the present research that has been done in Islamic Azad university of Kashmar in 1385-86 is descriptive. Statistical sample includes 112 clinical psychology students selected by simple random sampling. The Bar-on questionnaire of emotional intelligence was used for gathering information. The mean scores of students were used as an index for academic achievement. Data were analyzed by Pearson's correlation coefficient and independent t test. Results: Results indicated that the relationship between academic achievement and emotional intelligence and some of its components was significant, pDiscussion: In addition to global cognitive abiliti...
Dental Environment Stress and Students' Personality in Rafsanjan Dentistry School
Iranian Journal of Medical Education, 2011
Introduction: Dentistry educational environment loads stress to the students.This can be harmful for educational system. The aim of this study was to investigate the stress perceived by the students in dentistry educational environment and the stress due to students' personality in Rafsanjan Dentistry School. Methods: In this cross-sectional study, the sample was selected from students of Refsanjan Dentistry school by census sampling in 2009. The Dental Environment Stress (DES) questionnaire was employed to assess perceived stress from dentistry environment, and the fourth part of Coudron stress questionnaire was used to investigate the stress due to students' personality. Data were analyzed by ANOVA, Tukey post Hoc, T-test and Pearson's rank correlation. Results: Mean score of stress was 1.89± 0.54 (out of 4). The highest and the lowest perceived stress means were for the third (2.53± 0.25) and the first year students (1.54± 0.29) respectively. Among stressful domains, clinical work (2.39± 0.83) and personal factors (1.06± 0.53) had the highest and the lowest means, respectively. The highest stress mean was for completing clinical requirements (2.95± 1.06). There was no significant difference in environmental perceived stress between male and female students (P>0.05). Stressful personality was seen in 84.8% of students .There was no association between the means of DES and the students' stressful personality (r = 0.17, P = 0.05). Conclusion: The level of stress in Dentistry school is moderate with the highest level for clinical work. Although majority of dentistry students have stressful personality, it doesn't seem to increase the stress perceived by them due to dentistry environment. According to the highest level of stress in third year students, special interventions are recommended for this critical study year.
Iranian Journal of Medical Education, 2013
Introduction: Nursing and midwifery students are exposed to high stress as they face multiple stressors in their educational and clinical experiences. This can threaten their mental health, which in turn, can affect their function. Considering the impact of mental health on individual performance, this study examined mental health and its relationship with academic achievement in students of Tabriz nursing-midwifery school. Methods: In this descriptive-analytical study, a sample of 251 Nursing and Midwifery students of Tabriz University of Medical Sciences was selected. Data were gathered by General Health Questionnaire (GHQ-28). The students' grand point averages were regarded as academic achievement of students. The data were analyzed using descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (Ttest, ANOVA and Pearson Correlation Coefficient). Results: The mean general health scores of students participating in the study were 25.7±11.02. The highest mean was belonged to social function subscale (11.84±2.9) and the lowest to depression (3.5±3.83). A significantly negative correlation between scores of mental health and academic achievement was observed (P≤0/00, r=-0/229), so that students with better mental health status had higher scores of academic achievement. Conclusion: According to the results, there was a significant relationship between mental health and academic achievement in students. It is necessary to conduct further studies about mental problems of students and activation of counseling centers.
Cognitive Appraisal Processes and academic Stress: the Moderting role of Sex and Culture
فصلنامه روانشناسی شناختی, 2014
This study examined the moderating effect of cultural and sex differences on the relationship between appraisal processes and academic stress among male and female Iranian and Swedish university students. In a sample consisted of 212 students 112 Iranian (32 male and 78 female students) 100 Swedish (29 male and 71 female students) the primary and secondary appraisal processes and Academic Stress Questionnaire were administrated. The results of multiple regression analysis showed significant positive relationship between the primary appraisal and academic stress among the Iranian students and non-significant positive relationship between the primary appraisal and academic stress among the Swedish students. Results also indicated that there was a significant negative correlation between the secondary appraisal and academic stress among the Iranian and Swedish students. Results also showed that there was a non-significant positive relationship between the primary appraisal and academic stress and a significant negative relationship between the secondary appraisal and academic stress among both sexes. In sum, these findings emphasized that for the purpose of predicting academic stress the functional properties of the primary appraisal were dissimilar and the functional properties of the secondary appraisal were similar in two cultural contexts and the functional properties of the primary and secondary appraisals were similar in tow sex groups.
Effective Factors on Job Motivation in Academic Members of Rafsanjan Medical University
Iranian Journal of Medical Education, 2004
Introduction. Recognizing factors affecting job motivation can be very helpful in increasing efficiency and job satisfaction of university faculty members. In order to Identify the internal and external factors of job motivation, this study was conducted to determine the effective factors on job motivation of faculty members in Rafsanjan Medical University. Methods. In a descriptive study, all faculty members of Rafsanjan Medical University (n=82) completed a questionnaire developed by the investigator based on Herzberg's theory and consisted of 40 questions. The validty and relability of the quessionnaire was confirmed by content validity and test re-test. The data was analyzed by SPSS software using frequency distribution and chi 2. Results. Eighty one percent of faculty members considered external factors and 72% considered internal factors important in job motivation. Among the external factors, wage and sallary, job security, work environment, communication with others, supervision and the work policy had the most important role, respectively. The most important internal factors included nature of the job, appreciation of employees, professional development and job success, respectively. Conclusion. Based on the faculty members' view points, the external factors (hygiene factors) compared with the internal factors (motivation factors) had a more important role in job motivation which does not conform with the Herzberg's view. Sallary and job security were the most important motivation factors.
Journal of Rafsanjan University of Medical Sciences
Background and Objectives: Mental affectivity is a new perspective on emotion regulation. This view has introduced a new aspect in emotional regulation. The aim of this study was to investigate the psychometric properties of the Persian version of the Mentalized Affectivity Scale in university students. Materials and Methods: The research method is cross-sectional and factor analysis. Its statistical population was all the students of public universities in Tehran City who were selected in a random multi-stage cluster method (academic year 2020-2021). The sample size included 500 participants, out of which 492 people were included in the analysis. Following tools were used in this study: Emotion Regulation Questionnaire (ERQ), Emotion Regulation Skills Questionnaire (ERSQ), Difficulties in Emotion Regulation Scale (DERS), Affective Style Questionnaire (ASQ), Symptom Checklist-25 (SCL), and the Mentalized Affectivity Scale (MAS). In order to analyze the data, confirmatory and exploratory factor analysis, as well as Cronbach's alpha reliability and criterion validity methods were used. Results: The results showed that this scale has desirable psychometric properties. Exploratory and confirmatory factor analysis confirmed the three-component model of this scale. Cronbach's alpha coefficient was 0.91 for the whole scale, and 0.91, 0.85, and 0.64 for the three components of identification, processing, and expression, respectively. Conclusion: Considering the desirable psychometric properties of the Mentalized Affectivity Scale, this scale can be used by researchers in psychological studies, focusing on the student community. It seems necessary to observe caution in using these instruments for other statistical communities.
Journal of North Khorasan University of Medical Sciences
Introduction: According to the adaptive characteristics of executive functions, the present study aimed to investigate and compare the relationship between executive functions with career adaptability and employability in students with and without attention-deficit / hyperactivity disorder. Methods: The present study is a correlational study. Among students studying at Bojnourd University in the academic years 2019 to 2021,138 students with ADHD and 229 students without ADHD were selected by the available sampling method. To collect research data, Barkely's ADHD rating scale for adults, Barkely's deficit in executive functions scale, diagnostic interview form for ADHD for adults, Savikas' career adaptability and Self-Perceived Employability/ ambition Scale were used. Data were analyzed by calculating Pearson correlation coefficients, comparing these relationships, and calculating the effect size of these coefficients in the two groups using SPSS18 software. Results: The results showed that in the both group of students with and without ADHD, there was a significant negative relationship between deficit in executive functions with career adaptability and employability-except self-control in student without ADHD. Also, the comparison of correlation coefficients in the two groups, showed that all correlations in the group of students with ADHD are statistically stronger than the group of students without ADHD-except emotion self-regulation-. Self-control made the biggest difference between the two variables in the two groups, followed by time management, problem-solving, self-motivation, and emotion selfregulation. Conclusions: Higher levels of executive dysfunction in adults with ADHD have a greater impact on their occupational functions.