فصلنامه پژوهش در نظام های آموزشی
پیاپی 30 (پاییز 1394)

This study aims to investigate the validity, reliability and factor structure of the Bar-On Emotional Quotient Inventory, Youth version. The sample consisted of 298 students)158 boys and 140 girls(, students ranging in age from 12 to 15 years were selected by multi-stage cluster sampling method from secondary schools of the city of Tehran. The results showed that the Cronbach’s Alpha was between 0/80 to 0/92 and Spearman- Brown 0/74 to 0/92. Result of confirmatory factor analysis emphasized that construct of this inventory have goodness of fit and Correlation coefficient between factors and questions supports this model. Overall Bar-On Emotional Quotient Inventory Youth version has acceptable psychometric traits and this inventory is proper instrument for assessment of emotional intelligence in youth people.

The purpose of this study was testing the structural relationships between academic self-efficacy, attributional patterns, coping strategies, achievement emotions and students’ academic procrastination of university students. 397 students)172 boys and 225 girls(who chosen by a multiple stage sampling method, answered to the Academic Procrastination Style-Student, the Ways of Coping Strategies, the Academic SelfEfficacy Questionniare, the Attribution Styles Questionnaire and the Achievement Emotion Questionnaire. In this study structural equation modeling method was used in order to test structural relations hypothesized model. Results of testing structural relations among multiple information sources in different patterns showed academic self-efficacy and adaptive coping guidelines and positive achievement emotions had a positive and meaningful relation, but this relation for academic self-efficacy and non-adaptive coping guidelines and academic procrastination was negative and meaningful. The results also showed a positive and meaningful relation between adaptive coping guidelines and positive achievement emotions, and a negative and meaningful one between positive achievement emotions and academic procrastination. The relation between non-adaptive coping guidelines and negative achievement emotions was positive and meaningful, but the relation between negative achievement emotions and academic procrastination was positive and meaningful. Besides, the relation between attributional styles in positive situations and academic procrastination was negative and, the relation between attributional styles in negative situations and academic procrastination was negative and meaningful. Finally, the results showed that 50 to 68 percent of academic procrastination variance was calculated through different informational sources in hypothesized patterns. In sum, the results showed that for prediction of the academic procrastination among university students by self-efficacy theory and attribution theory, constructs such as academic emotions and coping strategies have a critical role.

The present study aimed to determine the prevalence of test anxiety and its relationship with academic performance of high school students studying in Sistan and Baluchestan. This was a descriptive study. The population of the current study included all male and female high school students)36624 individuals(of Sistan and Baluchestan living in eleven cities and their countryside. The sample contained 374 female and 378 male high school students whom were selected through applying multi-stage cluster sampling method. Sample size determination was conducted using Cochran’s formula with 5% error rate. To collect data, Sarason’s Test Anxiety Scale was used. Findings indicated that 41.1% of high school students were suspected of having test anxiety. The prevalence of test anxiety among female students)46.5%(was higher compared to male students)35.7%(. Moreover, the mean of test anxiety scores, comparing male and female students, was significant at the level of 1%, indicating that female high school students’ mean scores of test anxiety was more than that of male students. The Pearson correlation coefficient showed that there was an inverse significant correlation between test anxiety and academic performance. In addition, the results of regression analysis conducted to predict academic performance indicated that test anxiety was a predictor of academic performance.