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year 14, Issue 9 (autumn az 2025 2025)
Rooyesh 2025, 14(9): 1-10 |
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Mahbod M, Javdani M. (2025). The Mediating Role of Anger Rumination in the Relationship Between Perceived Control and Academic Entitlement. Rooyesh. 14(9), 1-10.
URL: http://frooyesh.ir/article-1-6249-en.html
URL: http://frooyesh.ir/article-1-6249-en.html
1- Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran. , mina.mahbod@cfu.ac.ir
2- Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
2- Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
Abstract: (12 Views)
The purpose of this research was to test the mediating role of anger rumination in the relationship between perceived control and academic entitlement of Farhangian University student teachers. The research method of the present study was descriptive-correlational using structural equation modeling, and the statistical population of the research included all undergraduate students of Fars Farhangian University (1402-1403). The participants were 225 undergraduate student-teachers of Farhangian University, who were selected by a cluster random sampling method that completed the Spheres of Control Scale (SOCS) Polhas (1983), the Anger Rumination Scale (ARS) Sakodolsky et. al (2001), and the Academic Entitlement Scale (AES) Chunning & Campbell (2009). Structural equation modeling was used to analyze the data. The results showed that the proposed model has a good fit with the data of this research. The results indicated a significant direct effect of perceived control on anger rumination (p<0.01) and anger rumination on academic entitlement (p<0.05). The results also indicated an indirect effect of perceived control on academic entitlement mediated by anger rumination (p<0.01). Accordingly, perceived control can be a basis for academic entitlement in students by affecting anger rumination.
Keywords: Perceived Control, Academic Entitlement, Anger Rumination, Farhangian University, Student Teachers.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2025/05/4 | Accepted: 2025/06/18 | ePublished: 2025/12/1
Received: 2025/05/4 | Accepted: 2025/06/18 | ePublished: 2025/12/1
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