مجله رویش روانشناسی از دادن گواهیهای کاغذی معذور است. لطفا تقاضا نکنید. همه گواهی ها در صفحه شخصی کاربران موجود است.
year 14, Issue 11 (Winter B 2026 2026)
Rooyesh 2026, 14(11): 261-270 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Azizi Rad M, Tanha Z. (2026). Structural Model of the Relationship Between Alexithymia and School Avoidance Among Students: The Mediating Role of Motivational Beliefs. Rooyesh. 14(11), 261-270.
URL: http://frooyesh.ir/article-1-6328-en.html
URL: http://frooyesh.ir/article-1-6328-en.html
1- Department of Psychology, Kho. C., Islamic Azad University, Khorram Abad, Iran.
2- Department of Psychology, Kho. C., Islamic Azad University, Khorram Abad, Iran. ,zahratanha_1364@iau.ac.ir
2- Department of Psychology, Kho. C., Islamic Azad University, Khorram Abad, Iran. ,
Abstract: (17 Views)
The aim of the present study was to predict school avoidance in female high school students based on emotional insufficiency with the mediating role of motivational beliefs. The present study method was descriptive-correlational structural equation type. The statistical population of the study included female high school students in Khorramabad in the academic year 2023-2024. Among these individuals, 200 people were selected using the available sampling method and according to the inclusion and exclusion criteria based on the Super formula. The data collection tools were the Academic Avoidance Behaviors Questionnaire (AIQ) by Clark et al. (2015), the Toronto Alexithymia Scale (TAS-20) by Bagby Parker and Taylor (1994), and the Motivational Strategies for Learning Questionnaire (MSLQ) by Pintridge and De Groot (1990). The research data were analyzed through structural equation modeling. The results showed that the data had an acceptable fit with the conceptual model and were approved. Also, according to the structural model of the research, the direct effects of emotional insufficiency on school avoidance (B=0.200, P<0.01), and on motivational beliefs (B=-0.321, P<0.01), and motivational beliefs on school avoidance (B=-0.605, P<0.01) were significant. Also, the indirect effect of emotional insufficiency on school avoidance through motivational beliefs (B=0.194, P<0.01) was also significant. According to these results, identifying and screening school avoidance students and conducting psychological interventions based on cognitive, metacognitive, motivational, and behavioral dimensions at the individual and family levels can reduce a significant share of the antecedents of school avoidance and increase the level of academic interest and motivation.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2025/05/27 | Accepted: 2025/07/29 | ePublished: 2026/02/1
Received: 2025/05/27 | Accepted: 2025/07/29 | ePublished: 2026/02/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
