Document Type : Original Article
Authors
1 Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2 Department of Educational Psychology, School of Education and Psychology, Shiraz University, Shiraz, Iran
Abstract
The present study was conducted with the aims of investigating the mediating role of self discrepancy in adolescents between family processes and counterproductive academic behaviors. The participants included 261 people (117 boys and 144 girls) from second year high school students in Shiraz city,who were selected by multi-stage cluster sampling method and completed the Family Processes (Samani, 2008), Self- discrepancy (Sadeghzadeh, 2007), and Counterproductive Behaviors Scales (Rimkus, 2012).The results of reliability and validity using Cronbachs’ alpha coefficient and factor analysis were favaroble. The results of the model review using the Structural Equations Modeling method and the mediation analysis using the bootstrap technique in version 21 AMOS software indicated that self discrepancy can’t play the mediating role between family processes and counterproductive academic behavior but when types of self (real self, ought self and ideal self) used as mediating variable, family processes reduce counterproductive behaviors by mediating real self and ought self. In this way that communication skills, decision making, problem solving and religious beliefes have a negative effect on counterproductive behaviors by increasing real self. Also, decision making, problem solving and religious beliefs have negative effect on counterproductive behaviors by increasing real self. The results indicated the family processes help the members to get more real information about themselves and to be aware of how they should be. As a result, according to their capabilities and social musts, their counterproductive academic behaviors are reduced.
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