Volume 31 -                   RJMS 2024, 31 - : 0-0 | Back to browse issues page

Research code: A-10-7247-2
Ethics code: IR.lAU.SDJ.REC.1401.025
Clinical trials code: 1234

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ghaderi D, akbari M, karimi Q. to investigate the mediating role of academic self-esteem in the relationship between social and academic competence and school anxiety in students with academic problems. RJMS 2024; 31
URL: http://rjms.iums.ac.ir/article-1-8028-en.html
Assistant Professor, Department of Psychology, Sanandaj Branch, Islamic Azad University, Iran , Akbari@iausdj.ac.ir
Abstract:   (168 Views)
abesrtactThe purpose of this study was to investigate the mediating role of academic self-esteem in the relationship between social and academic competence and school anxiety in students with academic problems. In terms of the purpose, the present research is a developmental research, in terms of the implementation method, it is a descriptive-correlational research, and in terms of the type of data, it is a quantitative research. 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, the following instruments were used: Cohen and Resman's Social Competence Questionnaire (1972), Phillips' School Anxiety Questionnaire (1978), Diperna and Elliott's Academic Competence Scale (1999), and Cooper Smith's Self-Esteem Questionnaire (1967). 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 academic competence (β = -0.229, p < 0.01) has a significant effect on school anxiety. The direct effect of competence (β = 0.305, p<0.001) on academic self-esteem is significant. The direct effect of social competence (β = -0.397, p<0.01) on school anxiety is significant. The direct effect of social competence (β=0.462, p<0.01) on academic self-esteem is significant. Also, the direct effect of academic self-esteem (β=-0.276, p<0.01) is significant. The coefficient of the indirect path between competence and social competence with school anxiety with the mediating role of academic self-esteem is significant at the level of less than 0.01%.
     
Type of Study: Research | Subject: Clinical Psychiatry

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