The structural model of perception of parental relations and perception of teacher-student relations with the academic vitality of gifted students, the mediating role of emotional-social competence and perceived academic pressure

Document Type : Research Paper

Authors

1 PhD student in educational Psychology, Islamic Azad University, North Tehran Branch, Tehran, Iran.

2 PhD student in educational Psychology, Islamic Azad University, North Tehran Branch, Tehran, Iran

3 3. MA in clinical Psychology, faculty of literature, Humanities and Social Sciences, Islamic Azad University, Science and Research Unit, Tehran, Iran

4 Associate Professor, Department of Psychology, Imam Hossein University, Visiting Professor of Islamic Azad University, Tehran, Iran

Abstract

Objective:  This study was conducted with the aim of the structural model of perception of parental relations and perception of teacher-student relations with the academic vitality of gifted students, the mediating role of emotional-social competence and perceived academic pressure.
Methods: The research method was correlation of structural equation modeling. The statistical population included all gifted students of Tehran in the academic year of 1402-1401. According to the structural equation modeling formula, the research sample was 300 gifted students who were selected based on the criteria for entering the study using available sampling method. To collect data from the academic vitality questionnaires of Dehghanizadeh and Hossein Chari (2012), questionnaire of perception of parental relationships (Gronik et al., 1997), perception of teacher-student relationships (Bilmont et al. (1992), Beauchamp et al.'s transformational teaching scale (2010), Zhao and Ai's (2012) social-emotional competence questionnaire, and parents' perceived academic pressure scale (Kainak et al., 2020) were used. For data analysis, Pearson's correlation coefficient and Structural equation modeling was used using SPSS.26 and AMOS.24 software.
Results: The results of Pearson's correlation coefficient showed that there is a relationship between the perception of parental relationships, the perception of teacher-student relationships and emotional-social competence with the academic vitality of knowledge. Gifted students, there was a positive and significant relationship (P≥0.001). There is a negative and significant relationship between perceived academic pressure and academic vitality (P≥0.001).
Conclusion: The proposed model had a good fit. 32% of social-emotional competence and 34% of perceived academic pressure were explained by perception of parental relationships and perception of teacher-student relationships, and 44% of academic vitality was explained by the proposed variables.

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References

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Journal of School Psychology
Volume 12, Issue 4
2023
Pages 49-64

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