Volume 17, Issue 1 (8-2019)
RBS 2019, 17(1): 77-86 |
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Mohanna S, Talepasand S, Rezaei A, Mohammadfar M. The Role of Achievement Emotions in Physical Well-being by the Mediator of Positive Self-evaluation and Bodily Sensations. RBS 2019; 17 (1) :77-86
URL: http://rbs.mui.ac.ir/article-1-646-en.html
URL: http://rbs.mui.ac.ir/article-1-646-en.html
1- PhD student, Department of Educational Psychology, Faculty of Educational Psychology, Semnan University, Semnan, Iran.
2- Associate Professor, Department of Educational Psychology, Faculty of Educational Psychology, Semnan University, Semnan, Iran.
3- Associate Professor, Department of Educational Psychology, Faculty of Educational Psychology, Semnan University, Semnan, Iran. , Smohanna@semnan.ac.ir
4- Assistant Professor, Department of Educational Psychology, Faculty of Educational Psychology, Semnan University, Semnan, Iran.
2- Associate Professor, Department of Educational Psychology, Faculty of Educational Psychology, Semnan University, Semnan, Iran.
3- Associate Professor, Department of Educational Psychology, Faculty of Educational Psychology, Semnan University, Semnan, Iran. , Smohanna@semnan.ac.ir
4- Assistant Professor, Department of Educational Psychology, Faculty of Educational Psychology, Semnan University, Semnan, Iran.
Abstract: (2012 Views)
Aim and Background: Physical well-being is one of the main criteria of quality of life, and emotions is one of the important factors in physical well-being. Therefore, the purpose of this study was to investigate the relationship between achievement emotions and students' physical well-being, and to identify the communication processes between these two variables. Methods and Materials: This research was a descriptive-correlational study. The statistical population of this study was all students in the high school of Tehran city, in Iran. The sample size (n= 1146) was determined using the formula of Tabakhnic and Fidell and the participants were selected by random cluster sampling method. Questionnaires of Achievement Emotions (AEQ), physical well-being, self-evaluation and bodily sensation were used to collect data. Data were analyzed by using descriptive statistics (mean, standard deviation, skewness and kurtosis) and inferential statistics (Pearson correlation and structural equation method) in SPSS and LISREL software. Findings: The hypothetical model of academic engagement provided a good fit to the research population (χ 2 /df=2.78, RMSEA=.073). The path of achievement emotions and physical well-being was positive and significant. The effect of self-evaluation on physical well-being and the effect of bodily sensations on physical well-being were significant. Moreover, positive self-evaluation and bodily sensations have a mediator role in the relationship between achievement emotions and physical well-being. Conclusions: Achievement emotions play a fundamental role in determining the students' physical well-being. Cognitive (positive self-assessment) and emotional paths (physical feelings) support this relationship. Recognizing and paying attention to these variables is a key factor in student's physical well-being.
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