Relationship between stress coping styles and causal attribution with academic achievement in student

• Published in: مطالعات روانشناسی تربیتی Vol. 19; no. 45; pp. 27 - 14
• Main Authors: abdolrahman ansarisadr, Mahmoud Shirazi
• Format: Journal Article
• Language: Persian
• Published: University of Sistan and Baluchestan 01-03-2022
• Subjects: academic achievement; causal attribution; stress coping strategies
• ISSN: 2228-6683; 2783-5235
• DOI: 10.22111/jeps.2022.6994

The aim of this study was to investigate the relationship between stress coping styles and causal attribution with academic achievement of Iranshahr University of Medical Sciences students. The research method was descriptive-correlational and the statistical population of this study was all students of Iranshahr University of Medical Sciences in the academic year 2020-2021 in the number of 1008 people, of which according to Cochran's formula (119 girls and 113 boys) by snowball sampling method. Were selected and answered the questionnaire of coping styles of stressful situations Andler and Parker (1990) and the questionnaire of documentary style of Peterson et al. (1982). Data were analyzed using Pearson correlation coefficient and multiple regression. The results of data analysis showed that there was a positive and significant relationship between problem-oriented style and positive attribution style with academic achievement and a negative and significant relationship between emotion-oriented, avoidance style and negative attribution style with academic achievement (P <0.05). In addition, the results showed that positive and negative documents played a predictive role in students' academic achievement; And with the change of student achievement attribution styles, the coping styles also did not play a predictive role in students' academic achievement. Therefore, the results of this study indicate the importance of causal documents in predicting and increasing academic achievement and show the need for the attention of relevant university officials in teaching internal, stable and general causal documents to students in positive situations. Instructors benefit from a variety of educational strategies for presenting material, and active learning occurs in students, which leads to academic achievement in students.