دانلود مقاله ISI انگلیسی شماره 106412
ترجمه فارسی عنوان مقاله

بررسی طولی باورهای غیر منطقی، تعادل هودینی و پیشرفت تحصیلی

عنوان انگلیسی
A longitudinal investigation of irrational beliefs, hedonic balance and academic achievement
کد مقاله سال انتشار تعداد صفحات مقاله انگلیسی
106412 2017 5 صفحه PDF
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Learning and Individual Differences, Volume 58, August 2017, Pages 41-45

ترجمه کلمات کلیدی
تأثیر مثبت، تأثیر منفی، عملکرد تحصیلی، درمان رفتار عاطفی عاطفی،
کلمات کلیدی انگلیسی
Positive affect; Negative affect; Academic performance; Rational emotive behaviour therapy;
پیش نمایش مقاله
پیش نمایش مقاله  بررسی طولی باورهای غیر منطقی، تعادل هودینی و پیشرفت تحصیلی

چکیده انگلیسی

This investigation tested (linear and non-linear) cross-sectional and cross-time associations between irrational beliefs, hedonic balance and academic achievement. In total, 175 undergraduate students (Mage = 20.23 ± 5.06 years) completed measures of irrational beliefs and hedonic balance at mid-semester and again before their end of semester examinations. Student academic grades were obtained from a university electronic management package. Results showed that higher levels of irrational beliefs (depreciation) were associated with a more negative affective state at mid-semester and increases in negative affect (relative to positive affect) over time. Increases in irrational beliefs (depreciation and awfulising) also coincided with increases in negative (relative to positive) affect. Irrational beliefs and hedonic balance were unrelated to academic performance. In short, this study provides evidence that irrational beliefs are related to change in student affect over time, but that irrational beliefs and hedonic balance are unrelated to objectively measured academic achievement.