The role of negative perfectionism, difficulty in emotional regulation and self-disability in predicting academic boredom in high school male students

Document Type : Research Paper

Authors

1 PhD Student in Psychology, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran

2 Assistant Professor, Department of Psychology, Hamedan Branch, Islamic Azad University, Hamedan, Iran.

3 Associate Professor, Department of Psychology, Payame Noor University, Tehran, Iran

4 Assistant Professor,Department of Educational Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.

10.22098/jsp.2021.1184

Abstract

The purpose of this study is the role of negative perfectionism, difficulty in emotional regulation and self-disability in predicting academic boredom of high school male students in the second year of Kermanshah. The statistical population of the study included all students studying in the second year of high school in Kermanshah (n=3821). 600 people were selected as a sample using multi-stage cluster sampling. To collect data from the Packran et al. Academic Boredom Questionnaire, the Jones & Rodwalt  Self-Disability Questionnaire, the Terry Short et al. Negative Perfectionism Scale, and the Emotional Regulation Difficulty Questionnaire Graz and Roemer was used. The results of Pearson correlation coefficient showed that there is a positive and significant relationship between the dimensions of emotional regulation difficulties, negative perfectionism and self-disability with academic boredom (P≥0.001). Also, the results of multiple regression by stepwise method showed that 65% of the variance of academic boredom is explained by the components of emotional regulation difficulties and self-disability. Therefore, it is suggested that the necessary coordination between counseling centers and school counselors be emphasized more while improving emotion regulation, self-disability and perfectionism, to provide the ground for reducing academic boredom.

Keywords

References

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Journal of School Psychology
Volume 10, Issue 2
June 2021
Pages 155-180

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