2024-03-28T13:34:48Z
https://iase-ijeas.com/?_action=export&rf=summon&issue=14395
International Journal of Education and Cognitive Sciences
2020
1
1
Investigating the relationship between big five factor, social support and perfectionism in bilingual undergraduate students: Mediating role of stress coping style
Nojan
Hadadi
Ali
Jahangiri
The purpose of the current study was investigating the relationship between big five factor, social support and perfectionism in bilingual undergraduate students: Mediating role of stress coping style. At the first step, bilingual students were selected by employing multi-cluster sampling method and Seadatee Shamir (2011) screening bilingual questionnaire from whole population. Big five factor (McCrae & Costa, 1985), social support (Bruhn & Philips, 1984), perfectionism (Stumpf & Parker, 2000) and stress coping style (Endler, Parker & Summerfeldt, 1998) questionnaires were used to assess Big five factor, social support, perfectionism and stress coping style respectively. These tests were administered to 500 Persian-Turkish Language university students. Descriptive statistics, Structural equation modeling were then performed. Based on the results, there was a significant relationship among Big five factor, social support, perfectionism and stress coping style in students. Finally results show that having high expectation and trying to get the best result in compared with others leads to a dangerous or stressful situation. Bilingual student mostly select the problem solving method for coping. Because they have got high cognitive potentiality. It is because the benefit two cognitive storage of two languages.
Big five factor
Social Support
perfectionism
Monolingual and bilingual
Stress coping style
2020
04
01
1
8
https://iase-ijeas.com/article_161578_df95628b2008c14a96071a7293c2bb85.pdf
International Journal of Education and Cognitive Sciences
2020
1
1
Validating emotional self-disclosure questionnaire on Iranian students
Fatemeh
Gholami
Aboutaleb
Seadatee Shamir
The aim of current research was to investigate the factor Structure, divergent validity and reliability Of the Emotional Self-Disclosure Scale (ESDS). By employing a correlational design and test validation, 500 people were selected among all married university students of Bojnourd by employing multistage cluster sampling. They completed (ESDS). Investigating the validity was performed by employing exploration and confirmatory factor analysis and also divergent validity and validating through internal consistency, Cronbach's alpha and double split method. The Emotional Self-Disclosure Scale (ESDS) consists of 8 subscales, each containing five (5) separate items. The labels and items for each of these subscales are Depression, Happiness, Jealousy, Anxiety, Anger, Calmness, Apathy and Fear Each and every item is coded so that: A=0, B=1, C=2, D=3, and E=4. The five items on each subscale are then summed, so that higher scores correspond to greater emotional disclosure for each type of emotion, as measured by the eight subscales on the ESDS. Confirmatory factor analysis shows a good fitness with 8 factor fundamental models and also one item from all subscales was not meaning full loading factor except jealousy which has two meaningful items. In addition produce a high Cronbach's alpha and double split coefficient for sub variables and the whole scale score. Seven factor structure of (ESDS) can perform as a useful scale in research and clinical settings because of its shortness, multidimensionality and having a good factor and divergent analysis.
The Emotional Self
Disclosure Scale (ESDS) Factor Structure Divergent Validity Reliability
2020
04
01
9
17
https://iase-ijeas.com/article_161579_a04b036cb1004744b06b18a9f65d0755.pdf
International Journal of Education and Cognitive Sciences
2020
1
1
Humor sense, distress tolerance and social adjustment
Mitra
Torkanloo
Hossein
Mahdian
The main purpose of the current research was to determine the relationship between sense of humor and distress tolerance with social adjustment in high school students of Bojnourd. A sample of 400 female students, based on were selected by multistage random sampling and completed the questionnaires of social adjustment (Weissman & Bothwell, 1976), distress tolerance (Simons & Gaher,2005) and multiple humor sense scale (Thorson & Powell, 1993). Data were analyzed using correlational coefficient and stepwise multiple regression. Results revealed that 6 variable (social use and creativity, coping use, attitude towards funny people, Tolerance, Absorption and regulation) were significant predictors of social adjustment. The altogether variables explained for 31% of social adjustment variance. Hence between humor and distress tolerance with social adjustment in students signification correlated. However results subsidiary hypothesis revealed that correlation between humor and social adjustment and distress tolerance and social adjustment positive and significant. The hypothesis was confirmed.
Humor sense
Distress tolerance
social adjustment
2020
04
01
18
23
https://iase-ijeas.com/article_161580_0d5a8f01bd4445696a5bdf1baf40bbc0.pdf
International Journal of Education and Cognitive Sciences
2020
1
1
Stock Exchange Intellectual Capital Disclosure and Profitability
Soheila
Bidaki
Rezvan
Hejazi
Intellectual capital is a key element in improving a firm assets and employee in order to increase productivity as well as to sustain competitive advantage. Human capital is the combined capabilities, knowledge, skills, experience, innovativeness and problem – solving abilities of each individual’s knowledge. The study of the relationship between profitability and disclosure of intellectual capital components in the Companies listed on the Tehran Stock Exchange is evaluated. For the operationalization of disclosure of intellectual capital and its components, the checklist Li et al (2012) and Return on Assets ratio were used for profit. Results of 44 firms (189 firm-years) during the period 2011- 2013 indicates that at 91 percent, positive and significant relationship between profitability and disclosure of intellectual capital there. So that the, by increasing and improving profitability, companies have an incentive to voluntarily disclose information on intellectual capital. The other variables were observed, significant and positive relationship between firm size and disclosure of intellectual capital, human capital, customer capital there, growth opportunities and disclosure intellectual capital. A positive relationship was seen between financial leverage and disclosure customer capital there.
Stock Exchange
intellectual capital disclosure
Profitability
2020
04
01
24
30
https://iase-ijeas.com/article_161581_3d3a957038a6f35bd6e81e9742886fb7.pdf
International Journal of Education and Cognitive Sciences
2020
1
1
Comparison of Metacognitive Beliefs and Measures of Executive Functions in Individuals with Obsessive-Compulsive Disorder (OCD) and Depression with Normal Individuals
Leyla
Tehrani
Khadijeh
Abolmaali
This study was carried out with the purpose of determining the extent of differences in metacognitive beliefs and scales of executive functions in people with OCD and depression with normal people. The study population consists of patients with OCD, depression and normal people. Due to non-interference of the researcher in the variables, the method of this study is causal-comparative. The sample of the study consists of 90 subjects with OCD, depression and normal individuals (each group 30 people) selected by purposive sampling method. The tools used in the study include Beck's Depression Inventory (BDI), distress tolerance, Maudsley's Obsessive-Compulsive Inventory (MOCI) and the Wisconsin test. Data analysis was carried out using analysis of variance and post hoc tests. The result of variance analysis showed that there is a significant difference among groups in metacognitive beliefs and executive functions aspects (p<0.001). Due to the differences between people suffering from OCD and depression with ordinary people in metacognitive beliefs and executive functions, it is necessary to pay enough attention to weaknesses of these variables in these people while treating them.
Obsessive
compulsive disorder Depression Metacognitive beliefs Executive functions
2020
04
01
31
39
https://iase-ijeas.com/article_161582_417b1713cc7c72360c70a506cad4bea5.pdf
International Journal of Education and Cognitive Sciences
2020
1
1
Self-directing skills, metacognitive beliefs, learning styles and exam anxiety in state high school students
Seyyed Ali
Hariri
Aboutaleb
Seadatee Shamir
The aim of the current study was to investigate the relationship between self-directed skills, Meta cognitive beliefs and learning styles with exam anxiety. The present study is qualitative and co relational study and from goal view was fundamental study. Statistical studies population was consist of all state high school Bojnourd student in academic year of 93-94. 331 participants have been selected through Kerjeci and Morgan formula and by employing multistage cluster sampling. Self-directed skills, Meta cognitive beliefs, learning styles questionnaire with exam anxiety scale were employed for the assessment of the variables. Statistical Finding by using structural educational modeling and confirmatory factor analysis reveals that only three relations (effect) among all effect of the model were significant. Self-directedness had direct and positive effect on learning styles. Meta cognitive beliefs had direct and negative effect on exam anxiety. Also learning styles had direct negative effect on exam anxiety. Increasing self-directed skills leads to increasing the quality of Meta cognitive beliefs. However, as different factors were affecting exam anxiety self-directed skills cannot have significant influence on exam anxiety of students. Although Meta cognitive beliefs had direct significant influence on exam anxiety of students but by mediation of learning style this relationship turns to be no significant. Because Meta cognitive beliefs by mediation of learning style cannot prevent forgetting format students learning and destroying students function on exam context.
self
directed skills Meta cognitive beliefs Learning style Exam anxiety
2020
04
01
40
47
https://iase-ijeas.com/article_161583_001f45131bc78fc59cc248c958487fbf.pdf