Volume 6, Issue 5 (Shenakht Journal of Psychology and Psychiatry 2019)                   Shenakht Journal of Psychology and Psychiatry 2019, 6(5): 14-26 | Back to browse issues page


XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Omidian M, Bagheban Zade F, Maktabi G H. The relationship of school climate and conflict resolution strategies with academic identity and engagement: the role of mediator conscientiousness. Shenakht Journal of Psychology and Psychiatry 2019; 6 (5) :14-26
URL: http://shenakht.muk.ac.ir/article-1-540-en.html
1- Associate Professor, Department of Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran , morteza_omid@scu.ac.ir
2- M.A Student of Educational Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
3- Associate Professor, Department of Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
Abstract:   (3310 Views)
Introduction: The new approach to school is that the combination of individual and social roles affect the growth and progress of students at school. Thus, along with individual factors such as personality traits, academic identity, and academic engagement, attention has been paid to factors such as the school climate and the interpersonal conflict resolution skill that is more closely related to the social dimension of the school.
Aim: The aim of this study was to investigate the relationship between school climate and conflict resolution strategies with academic identity which is mediated by personality traits (conscientiousness).
Method: The research method was correlation and path analysis. The statistical population of this study included all second grade female students of Dezful city in the academic year of 96-97 and a sample of 300 students were selected by stratified random sampling method. The data were collected through a school climate questionnaire, conflict management questionnaire, personality trait questionnaire (NEO), educational engagement questionnaire and educational identity questionnaire. Data were analyzed by descriptive and path analysis statistic methods.
Results: The results showed that all the impacts of the hypothesized model, except the conflict resolution strategies, were significant on identity and academic engagement (P<0.05).
Conclusion: The school has a direct impact on academic commitment and academic identity, and conflict resolution strategies help to improve academic engagement through a personality trait.
Full-Text [PDF 876 kb]   (1744 Downloads)    
Type of Study: Research | Subject: Special
Received: 2019/06/19 | Accepted: 2019/10/26 | Published: 2019/12/1

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 All Rights Reserved | Shenakht Journal of Psychology and Psychiatry

Designed & Developed by : Yektaweb