Modeling the relationships between perfectionism, achievement emotions and academic well-being among gifted high school students: Testing for gender invariance

The present study examined the mediationg role of positive and negative achievement emotions on the relationship between perfectionism and academic well-being among boy and girl gifted adolescents. In this correlational study, 326 gifted students (161 boy and 165 girl) responded to the Multidimensio...

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Main Authors: Zahra Razavi alavi, omid shokri, Hossein Pourshahriar
Format: Article
Language:fas
Published: Allameh Tabataba'i University Press 2018-02-01
Series:Ravānshināsī-i Afrād-i Istis̠nāyī
Subjects:
Online Access:https://jpe.atu.ac.ir/article_8682_c3bf18d745af21776eb2bc7275bf1186.pdf
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author Zahra Razavi alavi
omid shokri
Hossein Pourshahriar
author_facet Zahra Razavi alavi
omid shokri
Hossein Pourshahriar
author_sort Zahra Razavi alavi
collection DOAJ
description The present study examined the mediationg role of positive and negative achievement emotions on the relationship between perfectionism and academic well-being among boy and girl gifted adolescents. In this correlational study, 326 gifted students (161 boy and 165 girl) responded to the Multidimensional Perfectionism Cognitions Inventory (MPCI, Kobori, 2006), the Achievement Emotions Questionnaire- Revised (AEQ-R, Abdollahpour, 1394), the Schoolwork Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). Results indicated that for total sampel and for boy and girl gifted adolescents, the partially mediated model of positive and negative achievement emotions on the relationship between perfectionism and academic well-being had good fit to data. The results of the group specificity of structural relations showed that the relationship between perfectionism, achievement emotions, academic well-being were equivalent for both groups. All of the regression weights in the global model and for each of the two groups (boy and girl gifted adolescents) were statistically significant. These results consistent with contemporary models of giftedness show that noncognitive concepts such as social/emotional abilities have critical role in prediction of academic functioning of girl and boy gifted high school students.
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spelling doaj.art-00fbd0ea8b5b41989a290292a39985c62023-12-24T07:14:00ZfasAllameh Tabataba'i University PressRavānshināsī-i Afrād-i Istis̠nāyī2252-00312476-647X2018-02-017289513510.22054/jpe.2018.25529.16378682Modeling the relationships between perfectionism, achievement emotions and academic well-being among gifted high school students: Testing for gender invarianceZahra Razavi alavi0omid shokri1Hossein Pourshahriar2shahid beheshti universityshahid beheshti universityshahid beheshti universityThe present study examined the mediationg role of positive and negative achievement emotions on the relationship between perfectionism and academic well-being among boy and girl gifted adolescents. In this correlational study, 326 gifted students (161 boy and 165 girl) responded to the Multidimensional Perfectionism Cognitions Inventory (MPCI, Kobori, 2006), the Achievement Emotions Questionnaire- Revised (AEQ-R, Abdollahpour, 1394), the Schoolwork Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). Results indicated that for total sampel and for boy and girl gifted adolescents, the partially mediated model of positive and negative achievement emotions on the relationship between perfectionism and academic well-being had good fit to data. The results of the group specificity of structural relations showed that the relationship between perfectionism, achievement emotions, academic well-being were equivalent for both groups. All of the regression weights in the global model and for each of the two groups (boy and girl gifted adolescents) were statistically significant. These results consistent with contemporary models of giftedness show that noncognitive concepts such as social/emotional abilities have critical role in prediction of academic functioning of girl and boy gifted high school students.https://jpe.atu.ac.ir/article_8682_c3bf18d745af21776eb2bc7275bf1186.pdfsex differencesperfectionismachievement emotionsacademic well-beingmoderated mediation model
spellingShingle Zahra Razavi alavi
omid shokri
Hossein Pourshahriar
Modeling the relationships between perfectionism, achievement emotions and academic well-being among gifted high school students: Testing for gender invariance
Ravānshināsī-i Afrād-i Istis̠nāyī
sex differences
perfectionism
achievement emotions
academic well-being
moderated mediation model
title Modeling the relationships between perfectionism, achievement emotions and academic well-being among gifted high school students: Testing for gender invariance
title_full Modeling the relationships between perfectionism, achievement emotions and academic well-being among gifted high school students: Testing for gender invariance
title_fullStr Modeling the relationships between perfectionism, achievement emotions and academic well-being among gifted high school students: Testing for gender invariance
title_full_unstemmed Modeling the relationships between perfectionism, achievement emotions and academic well-being among gifted high school students: Testing for gender invariance
title_short Modeling the relationships between perfectionism, achievement emotions and academic well-being among gifted high school students: Testing for gender invariance
title_sort modeling the relationships between perfectionism achievement emotions and academic well being among gifted high school students testing for gender invariance
topic sex differences
perfectionism
achievement emotions
academic well-being
moderated mediation model
url https://jpe.atu.ac.ir/article_8682_c3bf18d745af21776eb2bc7275bf1186.pdf
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AT omidshokri modelingtherelationshipsbetweenperfectionismachievementemotionsandacademicwellbeingamonggiftedhighschoolstudentstestingforgenderinvariance
AT hosseinpourshahriar modelingtherelationshipsbetweenperfectionismachievementemotionsandacademicwellbeingamonggiftedhighschoolstudentstestingforgenderinvariance