Volume 5, Issue 3 (Vol 5, No 3 (17) 2024)
2024, 5(3): 118-128 |
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Balideh M, Ebrahimpour M, Sahebdel H. (2024). Predicting students' academic well-being based on cognitive executive functions and school social atmosphere. Early Childhood Health And Education. 5(3), : 10
URL: http://jeche.ir/article-1-171-en.html
URL: http://jeche.ir/article-1-171-en.html
1- PhD student, Department of Educational Psychology, Qaenat Branch, Islamic Azad University, Qaenat, Iran
2- Assistant Professor of Psychology of Exceptional Children, Qaenat Branch, Islamic Azad University, Qaenat, Iran
3- Assistant Professor of Counseling Department, Qaenat Branch, Islamic Azad University, Qaenat, Iran
2- Assistant Professor of Psychology of Exceptional Children, Qaenat Branch, Islamic Azad University, Qaenat, Iran
3- Assistant Professor of Counseling Department, Qaenat Branch, Islamic Azad University, Qaenat, Iran
Abstract: (933 Views)
Background and Aim: The purpose of the present study was to predict the academic well-being of students based on cognitive executive functions and the social atmosphere of the school. Methods: The current research method was descriptive-correlation. The statistical population consisted of second year high school students in Birjand city in the academic year of 2022-2023. 350 students were selected as a sample by simple random sampling. The research tools included Delaware School Climate Survey (DSCS) by Bear et al. (2011), Nejati Cognitive Ability Questionnaire (2013) and academic well-Being questionnaire (AWBQ) by Tuominen-Soini et al. (2012). For data analysis, Pearson's correlation test and regression analysis were used using SPSS version 25 software. Results: The results of regression analysis showed that cognitive executive functions of inhibitory control and selective attention (P=0.001 and β=0.23), decision making (P=0.001 and β=0.48), planning (P=0.02 and β=0.19), sustained attention (P=0.001 and β=0.30), social cognition (P=0.001 and β=0.50 ) and cognitive flexibility (P=0.001 and β=0.27) together with the social atmosphere of the school (P=0.001 and β=0.36) are significant predictors of students' academic well-being and Only the memory component of cognitive executive functions does not have a significant predictive role (P=0.07 and β=0.09). The multiple correlation value of the predictor variables with the criterion variable was equal to 0.75 and the predictor variables were able to predict 0.55 of the variance of the academic well-being variable. Conclusion: These results show that the cognitive executive functions and the social atmosphere of the school can explain the academic well-being of students.
Article number: 10
Type of Study: Research |
Subject:
Special
Received: 2023/10/21 | Accepted: 2023/11/21 | Published: 2024/02/2
Received: 2023/10/21 | Accepted: 2023/11/21 | Published: 2024/02/2
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