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Tajrobehkar M, Purehsan S, Shamsi Nezhad M. Prediction of Positive and Negative Academic Emotions Based on Personality Characteristics and Academic Procrastination in Students of Kerman University of Medical Sciences. Iranian Journal of Medical Education 2020; 20 :451-460
URL: http://ijme.mui.ac.ir/article-1-5169-en.html
URL: http://ijme.mui.ac.ir/article-1-5169-en.html
Shahid Bahonar University of Kerman , m.tajrobehkar@uk.ac.ir
Abstract: (1998 Views)
Introduction: Positive and negative academic emotions are among the important psychological resources of in educational settings that affect individuals’ activities, such as attention, concentration, and the learning process. This way, this study was conducted to predict positive and negative academic emotions based on personality traits and academic procrastination.
Methods: The population of this correlational this study included all students of Kerman University of Medical Sciences during the academic years of 2019-2020 in which 150 were studied. The instruments included the Academic Emotion, Personality Characteristic, and Academic Procrastination Questionnaires. The analysis of data was done using Pearson correlation significance test and simultaneous regression coefficient.
Results: The results showed that only components of extraversion (P=0/05) and academic procrastination (P=0/000) can significantly predict positive academic emotions (R=0/7). On the other hand, neuroticism and academic procrastination can significantly predict negative academic emotions (P=0/000, R=0/66).
Conclusion: Academic settings affect psychological resources, including academic emotions, and are one of the most important factors influencing psychological well-being. According to the results of the study, it is necessary to consider attention, planning and preventive, and therapeutic interventions under these circumstances.
Methods: The population of this correlational this study included all students of Kerman University of Medical Sciences during the academic years of 2019-2020 in which 150 were studied. The instruments included the Academic Emotion, Personality Characteristic, and Academic Procrastination Questionnaires. The analysis of data was done using Pearson correlation significance test and simultaneous regression coefficient.
Results: The results showed that only components of extraversion (P=0/05) and academic procrastination (P=0/000) can significantly predict positive academic emotions (R=0/7). On the other hand, neuroticism and academic procrastination can significantly predict negative academic emotions (P=0/000, R=0/66).
Conclusion: Academic settings affect psychological resources, including academic emotions, and are one of the most important factors influencing psychological well-being. According to the results of the study, it is necessary to consider attention, planning and preventive, and therapeutic interventions under these circumstances.
Keywords: Academic Emotions, Personality Characteristics, Academic Procrastination. Medical Sciences Students.
Type of Study: Original research article |
Subject:
other
Received: 2020/10/25 | Accepted: 2020/12/6 | Published: 2021/04/11 | ePublished: 2021/04/11
Received: 2020/10/25 | Accepted: 2020/12/6 | Published: 2021/04/11 | ePublished: 2021/04/11
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