Volume 30, Issue 2 (4-2023)                   RJMS 2023, 30(2): 0-0 | Back to browse issues page

Research code: A-10-7247
Ethics code: IR.IAU.SDJ.REC.1401.025
Clinical trials code: R.IAU.SDJ.REC.1401.025

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Qadri D, akbari M, karimi Q. Development of a causal model of school anxiety based on emotional competence with the mediating role of academic pressure on oneself and academic self-esteem in students with academic problems.. RJMS 2023; 30 (2)
URL: http://rjms.iums.ac.ir/article-1-7899-en.html
Assistant Professor, Department of Psychology, Sanandaj Branch, Islamic Azad University, Iran (Corresponding Author) , Akbari@iausdj.ac.ir
Abstract:   (105 Views)
The purpose of this study was to investigate the mediating role of academic pressure on oneself and academic self-esteem in the relationship between emotional competence and school anxiety in students with academic problems. This research is a developmental research in terms of purpose, a descriptive-correlational research in terms of execution method, and a quantitative research in terms of the type of data. The statistical population of the research was all students with academic problems in the first and second secondary levels of Kurdistan province in the academic year 1400-1401. 343 people were selected. The sampling method was purposive. To collect data from tools: Zhou and Ai standard questionnaire of social-emotional competence of students (2012), Phillips school anxiety questionnaire (1978), Ang and Hwan's academic expectations stress questionnaire (2006) and Cooper Smith self-esteem questionnaire (1967). used. In order to analyze the data, descriptive statistics indicators including: mean, standard deviation, frequency and percentage were used, and in the inferential statistics section, Pearson correlation and structural equations were used using spss and Smart Pls software. The results of the analysis of the findings showed that emotional competence (β = 0.535, p < 0.01) is significant on academic self-esteem. The direct effect of emotional competence (β = -0.535, p<0.01) on academic pressure is significant. The direct effect of academic self-esteem (β = -0.264, p<0.01) on school anxiety is significant. Also, the direct effect of academic pressure on oneself (β=0.634, p<0.01) on school anxiety is significant. The coefficient of the indirect path between emotional competence and school anxiety with the mediating role of academic self-esteem and academic pressure on oneself is significant at the level of less than 0.01%.
Type of Study: Research | Subject: Clinical Psychiatry

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