Relationship Between Academic Stress, Educational Impulsivity and Negative Academic Self-Concept with Sense of Social Unconsciousness Based on the Mediation of Academic Frustration

The purpose of this study was to determine the relationship between academic stress, academic impulsivity and negative academic negativity with a sense of social unconsciousness based on educational frustration mediation. The research method was descriptive correlational. The statistical population of this study includes all second grade high school students in Isfahan city in the academic year of 2016- 2017with 50707 people. A multi-stage cluster sampling method was used to select 382 people based on cochran's formula for random sampling. The research instrument consisted of five questionnaires including: Academic stress questionnaire, academic absence questionnaire, negative self-concept, social Identity questionnaire, and educational desperation questionnaire. Data were analyzed by pearson correlation, multiple stepwise regression analysis and structural equation modeling. Overall, the results showed that there was a significant relationship between academic stress, academic impulsivity and negative self-concept with social unconsciousness at P <0.05. Academic stress, academic impulsivity and negative academic self-concept with a sense of social unconsciousness through educational and indirect frustration have a significant relationship with P> 0.05.