The Prediction of Academic Buoyancy Based on Personality Traits: Mediational Effect of Self-Compassion
Subject Areas : PsychologyMina Mahbod 1 , Farhad Khormai 2
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Keywords: personality traits self-compassion academic buoyancy,
Abstract :
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.
References:
بشارت، محمدعلي (1386). تابآوري، آسيب پذيري و سلامت رواني. مجله علوم روانشناختي، 24، 373-383.
تقوایی نیا، علی؛ هاشمی، سحر؛ نیکدل، فریبرز و شهریاری، مرضیه (1396). متغيرهاي انگيزشي و شخصيتي به عنوان پیش بین های فرسودگي تحصيلي. مجله روانشناسی، 1(21)، 51-66.
خرمائی، فرهاد و فرمانی، اعظم.(1393). بررسی شاخص های روانسنجی فرم کوتاه پرسشنامه پنج عامل بزرگ شخصیت. فصلنامه روش ها و مدل های روان شناختی،4(16)، 29-39.
دبيري، سولماز؛ دلاور، علي؛ صرامي، غلامرضا و فلسفي نژاد، محمدرضا (1391). تدوين مدل روابط سبک هاي فرزندپروري، شخصيت، عزت نفس و شادکامي: الگوي تحليل مسير. خانواده پژوهي، 8، 2، 141-159.
دهقاني زاده، محمدحسين و حسين چاري، مسعود (1391). سرزندگي تحصيلي و ادراک از الگوي ارتباطي خانواده؛ نقش واسطهاي خودکارآمدي. مجله مطالعات آموزش و يادگيري، 4(2)، 21-47.
رودباري، زينب و حسين چاري، مسعود (1388). بررسي نقش واسطه گري سبک هاي يادگيري در رابطه بين ويژگي هاي شخصيتي و پيشرفت تحصيلي دانش آموزان دبيرستاني. نشريه دانشور رفتار، 39، 55-64.
شکري، اميد؛ مرادي، عليرضا؛ فرزاد، ولياله؛ سنگري، علي اکبر؛ غنايي، زيبا و رضايي، اکبر (1384). نقش صفات شخصيت و سبک هاي مقابله، در سلامت رواني دانشجويان: ارائه مدل هاي علي. تازه هاي علوم شناختي، 7(1)، 28-38.
شکري، اميد؛ کدیور، پروین؛ فرزاد، ولي اله؛ سنگري، علياکبر؛ زین آبادی، حسن رضا؛ غنايي، زيبا و نقش، زهرا (1386). نقش عوامل شخصيت ، رويكردهاي يادگيري و سبک های تفكر بر پيشرفت تحصيلي دانشجويان. مجله روانشناسی، 4(11)، 447-470.
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Cappella, E., & Weinstein, R. S. (2001). Turning around reading achievement: Predictors of high school students’academic resilience. Journal of Educational Psychology, 93, 758−771.
Campbell- sills, L., Cohen, Sh. L., & Stein, M. B. (2006). Relationship or resilience to personality, coping, and psychiatric symptoms in young adults. Behavior Research and Therapy, 44, 585-599.
Campos, C., Cebolla, A., Quero, S., Bretón-López, J., Botella, C., Soler, J., García-Campayo, J., Demarzo, M., & Baños, R. M. (2015). Meditation and happiness: Mindfulness and self-compassion may mediate the meditation happiness relationship. Personality and Individual Differences, 80, 400-406.
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Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal studies on university students. Journal of Research in Personality, 37, 119-138.
Chan, T., & Koo, A. (2009). Parenting style and youth outcomes in the UK. Paper presented at the conference of the British Sociological Association, University of Oxford, Oxford.
Cheng, H., & Furnham, F. (2003). Personality, self-esteem, and demographic predictions of happiness and depression. Personality and Individual Differences, 34, 921–942.
Delongis, A., & Holtzman, S. (2005). Coping in context: The role of stress, social support, and personality in coping. Journal of Personality, 73(6), 1-24.
Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being three decades of well-being. Psychological Bulletin, 125, 276-302
Digman, T. M. (1990). Personality structure: Emergence of the Five-Factor Model. Annual Review of Psychology, 41, 417-440.
Diseth, A. (2003). Personality and approaches to learning as predictors of academic achievement. European Journal of Personality, 17, 143-155.
Erdle, S., Irwing, P., Rushton, J. P., & Park, J. (2009). The general factor of personality and its relation to self-esteem in 628,640 Internet respondents. Personality and Individual Differences, 48, 343–346.
Fayombo, G. (2010). The relationship between personality traits and psychological resilience among the caribbean adolescents. International Journal of Psychological Studies, 2(2), 105-116.
Folkman, S., & Moskowitz, J. T. (2000). Stress, positive emotion, and coping. Current Directions in Psychological Science, 9(4), 115–118.
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Goldberg, L. R. (1992). The development of markers for the Big-five factors structure. Psychological Assessment,4, 26-42.
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Heimpel, S. A., Elliot, A. J., & Wood, J. V. (2006). Basic personality dispositions, self-esteem, and personal goals: An approach-avoidance analysis. Journal of Personality, 74(5), 1293-1320.
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Kim, K. E., Yi, G. D., Cho, Y. R., Chai, S. H., & Lee, W. K. (2008). The validation study of the Korean version of the self-compassion scale. Korean Journal of Health Psychology, 13, 1023–1044.
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Leary, M. R., Tate, E. B., Adams, C. E., Allen, A. B., & Hancock, J. (2007). Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself kindly. Journal of Personality and Social Psychology, 92, 887–904.
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تقوایی نیا، علی؛ هاشمی، سحر؛ نیکدل، فریبرز و شهریاری، مرضیه (1396). متغيرهاي انگيزشي و شخصيتي به عنوان پیش بین های فرسودگي تحصيلي. مجله روانشناسی، 1(21)، 51-66.
خرمائی، فرهاد و فرمانی، اعظم.(1393). بررسی شاخص های روانسنجی فرم کوتاه پرسشنامه پنج عامل بزرگ شخصیت. فصلنامه روش ها و مدل های روان شناختی،4(16)، 29-39.
دبيري، سولماز؛ دلاور، علي؛ صرامي، غلامرضا و فلسفي نژاد، محمدرضا (1391). تدوين مدل روابط سبک هاي فرزندپروري، شخصيت، عزت نفس و شادکامي: الگوي تحليل مسير. خانواده پژوهي، 8، 2، 141-159.
دهقاني زاده، محمدحسين و حسين چاري، مسعود (1391). سرزندگي تحصيلي و ادراک از الگوي ارتباطي خانواده؛ نقش واسطهاي خودکارآمدي. مجله مطالعات آموزش و يادگيري، 4(2)، 21-47.
رودباري، زينب و حسين چاري، مسعود (1388). بررسي نقش واسطه گري سبک هاي يادگيري در رابطه بين ويژگي هاي شخصيتي و پيشرفت تحصيلي دانش آموزان دبيرستاني. نشريه دانشور رفتار، 39، 55-64.
شکري، اميد؛ مرادي، عليرضا؛ فرزاد، ولياله؛ سنگري، علي اکبر؛ غنايي، زيبا و رضايي، اکبر (1384). نقش صفات شخصيت و سبک هاي مقابله، در سلامت رواني دانشجويان: ارائه مدل هاي علي. تازه هاي علوم شناختي، 7(1)، 28-38.
شکري، اميد؛ کدیور، پروین؛ فرزاد، ولي اله؛ سنگري، علياکبر؛ زین آبادی، حسن رضا؛ غنايي، زيبا و نقش، زهرا (1386). نقش عوامل شخصيت ، رويكردهاي يادگيري و سبک های تفكر بر پيشرفت تحصيلي دانشجويان. مجله روانشناسی، 4(11)، 447-470.
قاسمی، وحید (1389). مدل سازی معادله ساختاری در پژوهش های اجتماعی با کاربرد ایموس گرافیک، تهران: نشر جامعه شناسان.
کار، آلن (1385). روانشناسي مثبت علم شادماني و نيرومندي هاي انسان. ترجمة حسن پاشاشريفي، جعفر نجفي زند. تهران: انتشارات رشد. (تاريخ انتشار به زبان اصلي، 2004).
Amirazodi, F., & Amirazodi, M. (2011). Personality traits and self-esteem. International Conference on Education and Educational Psychology. 29, 713-716.
Briley, D. A., Domiteaux, M., & Tucker-Drob, E. M. (2014). Achievement-relevant personality: Relations with the Big Five and validation of an efficient instrument. Learning and Individual Differences, 32, 26-39.
Bartely, C. E., & Roesch, S. C. (2011). Coping with daily stress: The role of conscientiousness. Personality and Individual Differences, 50, 79- 83.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
Boekaerts, M., & Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 417-450). USA: Academic Press.
Cappella, E., & Weinstein, R. S. (2001). Turning around reading achievement: Predictors of high school students’academic resilience. Journal of Educational Psychology, 93, 758−771.
Campbell- sills, L., Cohen, Sh. L., & Stein, M. B. (2006). Relationship or resilience to personality, coping, and psychiatric symptoms in young adults. Behavior Research and Therapy, 44, 585-599.
Campos, C., Cebolla, A., Quero, S., Bretón-López, J., Botella, C., Soler, J., García-Campayo, J., Demarzo, M., & Baños, R. M. (2015). Meditation and happiness: Mindfulness and self-compassion may mediate the meditation happiness relationship. Personality and Individual Differences, 80, 400-406.
Costa, P. T., & McMrae, R. R. (1985). The NEO Personality Inventory Manual. Odessa, FL: Psychological Assessment Resources.
Costa, P. T., & McMrae, R. R. (1992). NEO PI-R professional manual. Odessa, FL: Psychological Assessment Resources.
Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal studies on university students. Journal of Research in Personality, 37, 119-138.
Chan, T., & Koo, A. (2009). Parenting style and youth outcomes in the UK. Paper presented at the conference of the British Sociological Association, University of Oxford, Oxford.
Cheng, H., & Furnham, F. (2003). Personality, self-esteem, and demographic predictions of happiness and depression. Personality and Individual Differences, 34, 921–942.
Delongis, A., & Holtzman, S. (2005). Coping in context: The role of stress, social support, and personality in coping. Journal of Personality, 73(6), 1-24.
Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being three decades of well-being. Psychological Bulletin, 125, 276-302
Digman, T. M. (1990). Personality structure: Emergence of the Five-Factor Model. Annual Review of Psychology, 41, 417-440.
Diseth, A. (2003). Personality and approaches to learning as predictors of academic achievement. European Journal of Personality, 17, 143-155.
Erdle, S., Irwing, P., Rushton, J. P., & Park, J. (2009). The general factor of personality and its relation to self-esteem in 628,640 Internet respondents. Personality and Individual Differences, 48, 343–346.
Fayombo, G. (2010). The relationship between personality traits and psychological resilience among the caribbean adolescents. International Journal of Psychological Studies, 2(2), 105-116.
Folkman, S., & Moskowitz, J. T. (2000). Stress, positive emotion, and coping. Current Directions in Psychological Science, 9(4), 115–118.
Gallagher, S., & Shear, J. (1999). Models of the self. Thorverton, UK: Imprint Academic.
Goldberg, L. R. (1981). Language and individual differences: The search for universals in personality lexicon. In L. Wheeler (Ed.). Review of personality and social personality, (2, 141-165). Beverly Hills, CA: Sage.
Goldberg, L. R. (1992). The development of markers for the Big-five factors structure. Psychological Assessment,4, 26-42.
Goldberg, L. R. (1999). A broad-bandwidth, public-domain, personality inventory measuring the lower-level facets of several Five-Factor models. In I. Mervielde, I. J. Deary, F. de Fruyt, & F. Ostendorf (Eds.). Personality psychology in Europe (7, 7–28). Tilburg: Tilburg University Press.
Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and commitment therapy: An experiential approach to behavior change. New York: Guilford.
Haren, E. G., & Mitchell, C. W. (2003). Relationship between the five-factor personality model and coping styles. Psychology & Education: An Interdisciplinary Journal, 40 (1), 38-49.
Hemenover, S. H. (2003). Individual differences in rate of affect change: Studies in affective chronometry. Journal of Personality and Social Psychology, 85, 121- 131.
Heimpel, S. A., Elliot, A. J., & Wood, J. V. (2006). Basic personality dispositions, self-esteem, and personal goals: An approach-avoidance analysis. Journal of Personality, 74(5), 1293-1320.
Isen, A. M. (2000). Some perspectives on positive affect and self-regulation. Psychological Inquiry, 11, 184–188.
John, O. P. (1990). The Big Five Factor taxonomy: Dimensions of personality in the natural language and in questionnaires. In L. A. Pervin (Eds), Handbook of personality: Theory and research (PP. 66-100). New York: Guilford Press.
Kahler, C. W., Read, J. P., Wood, M. D., & Palafai, T. P. (2003). Social environmental selection as a mediator of gender, ethnic, and personality effects on college student drinking. Psychology of Addictive Behaviors, 17(3), 226-234.
Kardum, I., & Krapic, N. (2001). Personality trait, stressful life event, and coping styles in early adolescence. Personality and Individual Differences, 30, 503-515.
Kim, K. E., Yi, G. D., Cho, Y. R., Chai, S. H., & Lee, W. K. (2008). The validation study of the Korean version of the self-compassion scale. Korean Journal of Health Psychology, 13, 1023–1044.
Kline, R. B. (2011). Principles and practice of structural equation modeling. 3rd Edition, New York, London, The Guilford Press.
Kyeong, L. W. (2013). Self-compassion as a moderator of the relationship between academic burn-out and psychological health in Korean cyber university students. Personality and Individual Differences, 54, 899-902.
Leandro, P. G., & Castillo, M. D. (2010).Coping with stress and its relationship with personality dimensions, anxiety, and depression. Procedia Social and Behavioral Sciencess, 5, 1562- 1573.
Leary, M. R., Tate, E. B., Adams, C. E., Allen, A. B., & Hancock, J. (2007). Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself kindly. Journal of Personality and Social Psychology, 92, 887–904.
Martin, A. J., & Marsh, H. W. (2006). Academic buoyancy and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-282.
Martin, A. J., & Marsh, H. W. (2008).Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46(1), 53-83.
Matthews, G., & Dorn, L. (1995). Cognitive and attentional processes in personality and intelligence. In D. H. Saklofske, & Moshe Zeidner (Eds.), International handbook of personality and intelligence plenum. (pp. 367-396). NewYork.
McCrae, R. (2000). Emotional intelligence from the perspective of the five factor model. In R. Bar-On & J. Parker (Eds). The handbook of emotional intelligence (pp. 263-77). San Francisco, CA: Jossey- Bass.
McCrae, R. & Costa, P. T. (1996). Toward a new generation of personality theories: Theoretical contexts for the five-factor model. In J. S. Wiggins (Eds). The five-factor model of personality.
McCrae, R. & Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52, 81-90.
Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2, 85–102.
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