Sahar Soufi; omid shokri; Jalil Fathabadi; Saeed Ghanbari
Abstract
This study examined the mediating role of facilative and preventive behaviors of health-oriented life style on the relationship between perfectionism and cognitive emotion regulation with academic well-being and achievement emotions among gifted girl students. 400 students answered to the Multidimensional ...
Read More
This study examined the mediating role of facilative and preventive behaviors of health-oriented life style on the relationship between perfectionism and cognitive emotion regulation with academic well-being and achievement emotions among gifted girl students. 400 students answered to the Multidimensional Perfectionism Cognitions Inventory (Kobori, 2006), the Achievement Emotions Questionnaire (Abdollahpour, 2015), the Schoolwork Engagement Inventory (Salmela-Aro & Upadaya, 2012), the School Burnout Inventory (Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009), Cognitive Emotion Regulation Questionnaire-Revised (Garenofski & Kraaij, 2006) and Health-oriented life-style Questionnaire (Salehzadeh et al, 2017). Results showed that the competed mediated model of behaviors on the relationship between cognitive emotion regulation and perfectionism with academic well-being and achievement emotions had good fit to data. All of the regression weights in the hypothesized model were statistically significant. In sum, results showed that a part of emotional functioning of gifted in academic situation, can be explained through their difference in cognitive/emotional/behavioral characteristics.
Zahra Razavi alavi; omid shokri; Hossein Pourshahriar
Abstract
The present study examined the mediationg role of positive and negative achievement emotions on the relationship between perfectionism and academic well-being among boy and girl gifted adolescents. In this correlational study, 326 gifted students (161 boy and 165 girl) responded to the Multidimensional ...
Read More
The present study examined the mediationg role of positive and negative achievement emotions on the relationship between perfectionism and academic well-being among boy and girl gifted adolescents. In this correlational study, 326 gifted students (161 boy and 165 girl) responded to the Multidimensional Perfectionism Cognitions Inventory (MPCI, Kobori, 2006), the Achievement Emotions Questionnaire- Revised (AEQ-R, Abdollahpour, 1394), the Schoolwork Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). Results indicated that for total sampel and for boy and girl gifted adolescents, the partially mediated model of positive and negative achievement emotions on the relationship between perfectionism and academic well-being had good fit to data. The results of the group specificity of structural relations showed that the relationship between perfectionism, achievement emotions, academic well-being were equivalent for both groups. All of the regression weights in the global model and for each of the two groups (boy and girl gifted adolescents) were statistically significant. These results consistent with contemporary models of giftedness show that noncognitive concepts such as social/emotional abilities have critical role in prediction of academic functioning of girl and boy gifted high school students.