Document Type : Research Paper
Authors
1 M.A in School Counseling, Shahid Beheshti University, Tehran, Iran
2 Assistant Professor, Department of Applied Psychology, Shahid Beheshti University, Tehran, Iran
3 Associate Professor of Applied Psychology, Shahid Beheshti University, Tehran, Iran
4 Assistant Professor, Department of Socio-Developmental Psychology, Shahid Beheshti University, Tehran, Iran
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 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.
Keywords
پاسبانی، ر.، شکری، ا. و پورشهریار، ح. (1394). نقش واسطهای استرس تحصیلی در رابطة بین ترس از ارزیابی منفی با بهزیستی هیجانی در نوجوانان تیزهوش و عادی. دوفصلنامة روانشناسی معاصر، دورة دهم، شمارة 1، 72-57.
حسین‌آبادی، م.، و شکری، ا.، (1394) آزمون هم‌ارزی جنسی ساختار عاملی نسخه کوتاه پرسشنامه نظم‌دهی شناختی هیجان. فصلنامه روانشناسی تحولی: روانشناسان ایرانی، سال دوازدهم، شماره 46، 199-211.
داودوندی, ف.، و شکری، ا.، (1395). فرایندهای ارزیابی شناختی هیجان های پیشرفت و تعهد تحصیلی: یک تحلیل واسطهای. فصلنامه روانشناسی تحولی: روانشناسان ایرانی، شماره 13، 183-198.
رضوی علوی، ز.، شکری، ا.، و پورشهریار، ح. (1396). مدل‌یابی روابط بین کمال‌گرایی، هیجانات پیشرفت و بهزیستی تحصیلی در دانش‌آموزان تیزهوش: آزمون تغییر‌ناپذیری جنسی. فصلنامة روانشناسی افراد استثنائی، سال هفتم، شماره 28، 135-95.
شکری، ا.، شهیدی، ش.، مظاهری، م.، فتحآبادی، ج.، رحیمینژاد، پ.، و خانجانی، م. (1393). اثربخشی برنامة مداخلهای ایمن‌سازی روانی دانشجویان در برابر تجربههای هیجانی منفی بر اساس الگوی پیشگیری پنسیلوانیا. فصلنامة مطالعات اندازه‌گیری و ارزشیابی آموزشی، سال چهارم، شمارة 7، 190-165.
شکری، ا.، گشتاسبی، ز.، شریفی، م.، فتحآبادی، ج.، و رحیمینژاد، پ. (1395). اثربخشی برنامة بازآموزی اسنادی بر راهبردهای نظم‌بخشی شناختی هیجان و تابآوری تحصیلی دانشجویان. پژوهشنامة روانشناسی مثبت، سال دوم، شمارة 2، 66-51.
صالح‌زاده، پ.، شکری، ا.، و فتحآبادی، ج. (1396الف). ساخت و اعتباریابی پرسشنامه رفتارهای ارتقادهنده و بازدارنده سلامت تحصیلی: چشم‌اندازی بر نظریه‌های معاصر انگیزش پیشرفت. فصلنامه اندازه‌گیری تربیتی، دوره هشتم، شماره 30، 61-105.
صالح‌زاده، پ.، شکری، ا.، و فتحآبادی، ج. (1396ب). سبک زندگی تحصیلی سلامت محور: ایده‌ای نوظهور در روانشناسی سلامت تحصیلی. فصلنامه روانشناسی تربیتی، سال سیزدهم، شماره 46، 30-1.
صوفی، س.، شکری، ا.، فتحآبادی، ج.، و قنبری، س. (1397). تیزهوشی هیجانی ـ اجتماعی، چیستی و چرایی؟ پنجمین همایش ملی روانشناسی مدرسه. تهران. ایران. 271-270.
عبدالله پور، م. آ.، و شکری، ا. (1394). تحلیل مشخصههای روانسنجی فهرست مشغولیت تحصیلی در دانشجویان ایرانی. مجلة مطالعات آموزش و یادگیری، دورة هفتم، شمارة 2، 108-90.
عبدالله‌پور، م. آ. (۱۳۹۴). تحلیل معادلات ساختاری الگوی شناختی-اجتماعی هیجانات پیشرفت؛ آزمون الگوهای رقیب. رساله دکتری دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران.
عبدالله‌پور، م. آ.، درتاج، ف.، و احدی، ح. (1395). تحلیل روانسنجی نسخة فارسی سیاهة فرسودگی تحصیلی. فصلنامة اندازه‌گیری تربیتی، دورة 6، شمارة 24، 42-23.
گشتاسبی، ز.، شکری، ا.، فتحآبادی، ج.، و شریفی، م. (1396). تاثیر برنامة بازآموزی اسنادی بر هیجانات پیشرفت و مشغولیت تحصیلی دانشجویان. فصلنامة پژوهش در یادگیری آموزشگاهی و مجازی، سال چهارم، شمارة 4، 38-23.
لکی، د.، شکری، ا.، سپاه‌منصور، م.، و ابراهیمی، س. (1397). رابطه تابآوری تحصیلی و ارزیابی‌های شناختی با خودناتوان‌سازی تحصیلی: نقش‌واسطه‌ای هیجان‌های پیشرفت. فصلنامه روانشناسی تحولی: روانشناسان ایرانی، سال چهاردهم، شماره 55، 342- 329.
مرادی‌زاده، س.، ویسکرمی، ح.، میردریکوند، ف.، قدم‌پور، ع. و غضنفری، ف. (1398). بررسی و مقایسه اثربخشی روان‌درمانی مثبت‌نگر و واقعیت‌درمانی بر کمال‌گرایی و استرس تحصیلی دانش‌آموزان دختر تیزهوش. فصلنامه روانشناسی افراد استثنائی، سال نهم، شماره 34، 110-79.
معتمدیگانه، ن.، و شکری، ا. (1393). آزمون روان سنجی سیاهه شناختارهای کمال‌گرایی چندبُعدی. فصلنامه روانشناسی تحولی: روانشناسان ایرانی، سال 10، شماره 38، 185-175.
منصوری، ا.، شکری، ا.، پورشهریار، ح.، پوراعتماد، ح. و رحیمینژاد، پ. (1393). اثربخشی برنامة تابآوری پنسیلوانیا بر سبکهای اسنادی و سازگاری روانشناختی دانشجویان. فصلنامة روانشناسی کاربردی، سال هشتم، شمارة 30، 144-129.
همتی، ن.، نوشادی، ن.، و نیکدل، ف. (1396). ارائه مدل ساختاری انگیزش تحصیلی و مشغولیت عاطفی: میانجیگری هیجان‌های پیشرفت. فصلنامه اندیشه‌های نوین تربیتی، 13(3)، 144-123.
Artino, A.R. & Jones, K.D. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. Internet and Higher Education, 15(3), 170-175.
Bar-On, R., & Maree, J. G. (2009). In search of emotional-social giftedness: A potentially viable and valuable concept. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 559-570). NY: Springer-Verlaag.
Bucich, M., & MacCann, C., (2019). Emotional intelligence and day To day emotion regulation processes: Examining motives for social sharing. Personality and individual differences, 137(1), 22-26.
Burić I, Sorić I, & Penezić Z. (2016) Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ). Personality and Individual Differences, 96 (8), 138-147.
Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. A., (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination? Learning and individual differences, 36(1), 165-172.
Chan, D. W. (2012). Life satisfaction, happiness, and the growth mindset of healthy and unhealthy perfectionists among Hong Kong Chinese gifted students. Roeper Review, 34, 224–233.
Christopher, M.M, & Shewmaker, J. (2010). How does perfectionism relate to gifted and high-ability learners? Gifted Child Today, 33(3), 21-30.
Cleary, T. J., Velardi, B., & Schnaidman, B. (2017). Effects of the Self-Regulation Empowerment Program (SREP) on middle school students' strategic skills, self-efficacy, and mathematics achievement. Journal of School Psychology, 64, 28–42.
Closson, L., & Boutilier, R. (2017). Perfectionism, academic engagement, and procrastination among undergraduates: The moderating role of honors student status. Learning and Individual Differences, 57(1), 157-162.
Curelaru, V. (2017). Perfectionism in high school students, academic emotions, real and perceived academic achievement. The European Proceedings of Social & Behavioural Sciences, 1170-1178.
El-tah, Z. K., & Alsharman, W. M., (2017). Academic procrastination among gifted and ordinary students and its relationship with some variables. International Journal of Education, 9(3), 32-47.
Fletcher, K.L. & Neumeister, K.L. (2012). Research on perfectionism and achievement motivation: Implications for gifted students. Psychology in the Schools, 49(7), 668-677.
Flett, G. L., Hewitt, P. L., Whelan, T., & Martin, T. R. (2007). The perfectionism cognitions inventory: Psychometric properties and associations with distress and deficits in cognitive self-management. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 25(4), 255–277.
Fredrickson, B. L., & Joiner, T. (2018). Reflections on positive emotions and upward spirals. Perspective Psychology Science, 13(2), 194-199.
Garnefski, N., & Kraaij, V. (2006). Cognitive emotion regulation questionnaire development of a short 18-item version (CERQ-short). Personality and Individual Differences, 41, 1045-1053.
Garnefski, N., Kraaij, V. (2007). The cognitive emotion regulation questionnaire: Psychometric features and prospective relationships with depression and anxiety in adult. European Journal of Psychological Assessmen, 23(3), 141-149.
Gnilka, P. B., Ashby, J. S., & Noble, C. M. (2012). Multidimensional perfectionism and anxiety: Differences among individuals with perfectionism and tests of a coping mediation model. Journal of Counseling and Development, 90, 427-436.
Goetz, T., Nett, U. E., Martiny, S. E., Hall, N. C., Pekrun, R., Dettmers, S., & Trautwein, U. (2012). Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22(2), 225-234.
Guenole, F., Speranza, M., Louis, J., Fourneret, P., Revol, O., & Baleyte, J. (2015). Wechsler profiles in referred children with intellectual giftedness: Associations with trait anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes. European Journal of Pediatric Neurology, 19(4),402-410.
Guignard, J. H., Jacquet, A. Y., & Lubart, T. I. (2012). Perfectionism and anxiety: A paradox in intellectual giftedness? PLoS ONE, 7(7). 1-12.
Jarrell, A., & Lajoie, S. P. (2017). The regulation of achievements emotions: Implications for research and practice. Canadian Psychology/Psychologie canadienne, 58(3), 276-287.
Kabori, O. (2006). A cognitive model of perfectionism: The relationship of perfectionism personality to psychological adaptation and maladaptation. Unpublished doctoral dissertation, University of Tokyo, Tokyo.
Karaduman, G., (2013). Underachievement in Gifted Students. International Journal on New Trends in Education and Their Implicatisons, 55(4), 165-172.
Kizildag, S., & Demirtas-Zorbaz, S., (2017). School engagement of high school students. Education and Science, 189(42), 107-119.
Kline, R. B. (2005). Principles and practices of structural equation modeling. NY: Guilford.
Kobori,O., & Tanno, Y. (2005). Self-oriented perfectionism and its relationship to positive and negative affect: The mediation of positive and negative perfectionism cognitions. Cognitive Therapy and Research, 29(5), 555-567.
Kuo, C.-C., Maker, J., Su, F.-L., & Hu, C. (2010). Identifying young gifted children and cultivating problem solving abilities and multiple intelligences. Learning and Individual Differences, 20(4), 365-379.
Landis RN & Reschly AL (2013). Reexamining gifted underachievement and dropout through the lens of student engagement. Journal for the Education of the Gifted, 36, 220-249.
Lawrence, R. B., Dittmann, K., Nguyen, N., & Deuling, J. (2012), ademic Procrastination, Perfectionism, and Control: Associations with vigilant and avoidant coping. Journal of social behavior and personality, 15(5), 35-46.
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36, 1–3.
Lo, A., & Abbott, M., (2013). Review of the theoretical, empirical, and clinical status of adaptive and maladaptive perfectionism, Behaviour Change, 30(2), 96-116.
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46, 53–83.
McGovern, K., Simon-Dack, S., & Beduna, K., (2015). Emotions, cognitions, and well-being: The role of perfectionism, emotional overexcitability, and Emotion regulation. Journal for the education of the gifted, 38(4), 1-15.
Mofield, E., & Parker Peters, M. (2018). Mindset misconception? Comparing mindsets, perfectionism, and attitudes of achievement in gifted, advanced, and typical students. Gifted Child Quarterly, 62(4), 327-349.
Mofield, E., & Parker Peters, M., (2019). Understanding underachievement: Mindset, perfectionism, and achievement attitudes among gifted students. Journal for the Education of the Gifted, 42(2), 107-134.
Newmana, N. B., Stricklerb, J.G., O'Brienc, C., Luid, T., & Lynchc, M. (2019). Deconstructing perfectionism in college students: Patterns of behavior, emotion, and cognition. Personality and Individual Differences, 145(1), 106-111.
Norrish, J.M., Williams, P., O’Connor, M., & Robinson, J. (2013). An applied framework for positive education. International Journal of Well-being, 3, 147-161.
Oades, L. G., Robinson, P., Green, S., & Spence, G. B. (2011). Towards a positive university. The Journal of Positive Psychology, 6(1), 432-439.
Pekran, R., Frenzel, A. Goetz, T. & Perry, R. (2007). The control- value of achievement emotions: An integrative approach to emotions in education. In P.A. Shutz, & R. Pekrun, (Eds.). Emotion in Education, (pp.13-36). San Diego, CA: Academic Press
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.
Pekrun, R. (2017). Emotion and achievement during adolescence. Child Development Perspective, 11(3), 215-221.
Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement Emotions Questionnaire (AEQ) .User’s Manual. https://kops.uni-konstanz.de/bitstream/handle
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102, 531–549.
Pekrun, R., Marsh, H., Lichtenfeld, S., & Murayama, K. (2017). Achievement emotions and academic performance: longitudinal models of reciprocal effects. Child Development, 88(5), 1653-1670.
Peng, L., Li, M., Zuo, X., Miao, Y., Chen, L., Yu, Y., Liu, B., & Wang, T. (2014). Application of the Pennsylvania resilience training program on medical Students. Personality and Individual Differences, 61–62, 47–51.
Pfeiffer, S.I. (2018). Handbook of giftedness in children, psychoeducational theory, research, and best practices. NY: Springer.
Reis, S. M., & Renzulli, J. S. (2010). Is there still a need for gifted education? An examination of current research? Learning and Individual Differenc. 20(4), 308-317.
Richardson, C., Rice, K. G. & Devine, D. (2014). Perfectionism, emotion regulation, and the cortisol stress response. Journal of Counseling Psychology, 61(1), 110-118.
Ritchotte, J., Rubenstein, L., & Murry, F. (2015). Reversing the underachievement of gifted Middle school students: Lessons from another field. Gifted Child Today. 38(2), 103-113.
Salmela-Aro, K., & Näätänen, P. (2005). Method of assessing adolescents' school burnout [In Finnish]. Helsinki, Finland: Edita.
Salmela-Aro, K., & Upadyaya, K. (2012). The schoolwork engagement inventory: Energy, dedication and absorption (EDA). European Journal of Psychological Assessment, 28, 60–67.
Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School burnout inventory (SBI): Reliability and validity. European Journal of Psychological Assessment, 25 (1), 48–57.
Salmela-Aro, K., Näätänen, P., & Nurmi, J.-E. (2004). The role of work-related personal projects during two burnout interventions: A longitudinal study. Work and Stress, 18, 208–230.
Salmela-Aro, K., Upadaya, K. (2012). The schoolwork engagement inventory energy, dedication, and absorption (EDA), European Journal of Psychological Assessment, 28, 60-67.
Schunk, D.H., & Mullen, C.A. (2013). Toward a conceptual model of mentoring research: Integration with self-regulated learning. Educational Psychology Review, 25(3), 361–389.
Seligman, M. E. P., Ernst, R.M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(1), 293-311.
Shim, S. S., Rubenstein, L. D., & Drapeau, C. W. (2016). When perfectionism is coupled with low achievement: The effects on academic engagement and help seeking in middle school. Learning and Individual Differences, 45, 237–244.
Son, H.J, Lee, K.U, Kim, N.S. (2015). Affecting factors on academic resilience of nursing students. International Journal of u- and e- Service, Science and Technology, 8(11), 231-240.
Steinhardt, M. A., & Dolbier, C. L. (2008). Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease symptomatology. Journal of American College Health, 56 (4), 445-453.
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C., (2019). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12(1), 3-54.
Tran, L., & Rimes, K. A. (2017). Unhealthy perfectionism, negative beliefs about emotions, emotional suppression, and depression in students: A mediational analysis. Personality and Individual Differences, 110, 144-147.
Trompetter, H., Kleine, E., & Bohlmeijer, E. T. (2017). Why does positive mental health buffer against psychopathology? An exploratory study on self-compassion as a resilience Mechanism and adaptive emotion regulation strategy. Cognitive Therapy and Research, 41(3), 459-468.
Ungar, M., Russell, P., & Connelly, G. (2014). School-based interventions to enhance the resilience of students. Journal of Educational and Developmental Psychology, 4 (1), 66-83.
Van Beveren, M.-L., L., Mezulis, A., Wante, L., & Braet, C. (2016). Joint contributions of negative emotionality, positive emotionality, and effortful control on depressive symptoms in youth. Journal of Clinical Child & Adolescent Psychology, 1(1), 1-12.
Veas, A., Castejón, J. L., O’Reilly, C., & Ziegler, A. (2018). Mediation analysis of the relationship between educational capital, learning capital, and underachievement among gifted secondary school students. Journal of the Education of Gifted, 41(4), 369–385.
Verzeletti, C., Zammuner, V. L., Galli, C., & Agnoli, S. (2016). Emotion regulation strategies and psychosocial well-being in adolescence. Cogent Psychology, 3(1). 1-15.
Vicent, M., Inglés, C., Gonzálvez, C., Sanmartín, R., Flores, A., Fernández, G., (2019). Clarifying the two facets of self-oriented perfectionism: Influences on affect and the Big Five traits of
Wang, K. T., Fu, C.-C., & Rice, K. G. (2012). Perfectionism in gifted students: Moderating effects of goal orientation and contingent self-worth. School Psychology Quarterly, 27(2), 96-108.
Weston, R., & Gore, Jr. P. A. (2006). A brief guide to structural equation modeling. Journal of Counseling Psychology, 5, 719-751.
White, S., Graham, L., & Blaas, S. (2018). Why do we know so little about the factors associated with gifted underachievement? A systematic literature review. Educational Research Review, 24, 55-66.
Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes, Developmental Review, 30(1), 1–35.
Wirthwien, L., Bergold, S., Preckel, F., & Steinmayer, R., (2019). Personality and school function of intellectually gifted and no gifted adolescents: Self-perceptions and parents’ assessment. Learning and individual differences, 73(1), 16-19.
Young, K. S., Sandman, C. F., & Craske, M.G. (2019). Positive and negative emotion regulation in adolescence: Links to anxiety and depression. Brain Science. 9(4), 76-96.
Zeidner, M., & Matthews, G. (2017). Emotional intelligence in gifted students. Gifted Education International, 33(2) 163–182.
)