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Showing 2 results for Perceived Social Support

Siroos Alipour Birgandi, Hakim Sahaghi, Arash Jelodari,
Volume 2, Issue 1 (4-2015)
Abstract

Introduction: The current study aimed to determine the relationship between perceived social support and Academic self-efficacy with social adjustment. The research plan was correlational and predictive.

Methods: The participants of the research were all of students of Jondishapour Medical University of Ahvaz among whom 200 students were selected randomly. The data was collected using Perceived Social Support Scale (MSPSS), Patrick, Hicks and Ryan Academic Self-Efficacy Scale, Bell Social Adjustment Questionnaire and was analyzed using correlation coefficient, regression and statistical software program SPSS 19.

Results: The results indicated that there was a positive significant relationship between perceived social support and self-efficacy with social adjustment. Furthermore, the results of simultaneous entry regression analysis showed that the predictive variables could explain 34% of social adjustment.

Conclusion: According to the findings, perceived social support leads to increased mental health and social adjustment among students.


Elham Mohammadi, Marzeieh Seidabadi, Rezvan Zeinalabadi, Afsaneh Tohidi, Rouhangiz Norouzinia,
Volume 2, Issue 2 (10-2015)
Abstract

Introduction: Social Support is defined as a mechanism of interpersonal communication that protects people from negative impact of stress. The high level of social support is attributed to the increase of academic self-efficacy and decrease of educational stress. Also, it   A reverse relationship between social support and test anxiety has been found. The present study aimed to identify the meditating role of self-efficacy in relationship between perceived support and test anxiety simultaneously.

Methods: This study was  carried out through descriptive-correlation research method  using scurvy technique. Thus, the number of 370 undergraduate students of Shahid Bahonar University  between 2012-2013 academic year were selected by cluster sampling. Data were collected through three questionnaires of test anxiety, self-efficacy and perceived social support and measured the study variables. Data were analyzed using IBM SPSS 21 and LISREL software.

Results:The structural equation model of effective factors on test anxiety selected appropriately  which showed that test predicting factors and relationships among them  entered into the model properly and credibly. The results of path analysis also showed that there   was a negative significant relationship between social support and test anxiety while the relationship between social support and self-efficacy deemed significantly positive. The variable of self-efficacy as a meditating variable was positively affected by social support but had a negative impact on test anxiety.

Conclusion: The results of total impact of model revealed that Perceived Social Support had the  greatest impact on decreasing students’ test anxiety.



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