نوع مقاله : مقاله پژوهشی
نویسندگان
دانشگاه شهید چمران اهواز، دانشکده روانشناسی و علوم تربیتی، گروه روانشناسی
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: This study examined the relationship between self-critical perfectionism and academic distress through the mediating roles of academic daily hassles and perceived stress and the moderating roles of coping self-efficacy and perceived social support among second-cycle high school students in Mehriz.
Methods: This descriptive-correlational study included 442 students selected through multistage cluster sampling. The instruments were the Integrated Academic Distress, Self-Critical Perfectionism, and Academic Daily Hassles Questionnaires (Shahni-Yeylagh & Dehghanizadeh, 2025), Coping Self-Efficacy Scale (Chesney et al., 2006), Perceived Stress Scale (Cohen et al., 1983), and Multidimensional Scale of Perceived Social Support (Zimet et al., 1988). Construct validity was examined using confirmatory factor analysis in AMOS 24, and hypotheses were tested using regression analysis and PROCESS Macro 5 in SPSS 26 at p<.05.
Results: Self-critical perfectionism was positively related to academic distress, academic daily hassles, and perceived stress (p<.05). Academic daily hassles and perceived stress were also related to academic distress. Coping self-efficacy was significantly related to academic daily hassles and perceived stress, whereas perceived social support had no significant direct relationship with academic distress. Coping self-efficacy moderated the relationships of self-critical perfectionism with academic daily hassles and perceived stress, whereas the moderating role of perceived social support was not supported. The indirect effect of self-critical perfectionism on academic distress through academic daily hassles was significant at all levels of coping self-efficacy and perceived social support.
Conclusion: The findings highlight the protective role of coping self-efficacy in reducing the adverse
کلیدواژهها [English]
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