The present study examined the mediating role of self-compassion between personality traits and academic buoyancy. The participants were 310 students (169 girls and 141 boys) from Shiraz University selected by multistage random cluster sampling method. The participants More
The present study examined the mediating role of self-compassion between personality traits and academic buoyancy. The participants were 310 students (169 girls and 141 boys) from Shiraz University selected by multistage random cluster sampling method. The participants completed three measures: Academic Buoyancy Scale, Self-Compassion Scale (2003) and Big-Five Factor Personality Inventory. Cronbach alpha coefficient was used for examining the reliability of the scales. To determine the validity, internal consistency and factor analysis were applied. The results indicated that the model had a good fitness with the data. There were direct effects of extroversion, neuroticism, agreeableness, openness to experience on self-compassion. Overall, results showed that self-compassion could be regarded as mediator between personality traits and academic buoyancy.
Manuscript profile
The aim of this study was to investigate the structural relationship between parental over-involvement and counterproductive academic behavior through academic entitlement. The participants were 451 university students from Shiraz University selected by multistage rando More
The aim of this study was to investigate the structural relationship between parental over-involvement and counterproductive academic behavior through academic entitlement. The participants were 451 university students from Shiraz University selected by multistage random cluster sampling method. The participants completed three measures: Parental Over-Involvement Scale/ Helicopter Parenting (LeMoyne, & Buchanan, 2011), Academic Entitlement Scale (Chowning & Campbell, 2009), and Counterproductive Student Behavior Scale (Rimkus, 2012). The results indicated that the model had a good fitness with the data. There was a direct effect of parental over-involvement on academic entitlement. Academic entitlement also had a positive direct effect on counterproductive academic behavior. The parental over-involvement had an indirect effect on counterproductive academic behavior through academic entitlement. The results showed that parental over involvement predict academic entitlement and consequently perception of entitlement determine level of counterproductive academic behavior.
Manuscript profile
