University of Tabriz Journal of Modern Psychological Researches 2322-3340 15 58 2020 09 21 The Role of Panic Belief and Psychological Hardiness in Tendency to Critical Thinking among Students of the Malayer University The Role of Panic Belief and Psychological Hardiness in Tendency to Critical Thinking among Students of the Malayer University 186 204 11086 FA Haniyeh Kalantari Dehaghi Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Faculty Member, Department of Educational Sciences, Malayer University, Iran Ali Imanzadeh Associate Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Tabriz, Tabriz, Iran Nian Afrasiabi Master of Educational Technology, Faculty of Literature and Humanities, Malayer University, Malayer, Iran Fatemeh Mosivand Master of Educational Technology, Faculty of Literature and Humanities, Malayer University, Malayer, Iran Journal Article 2019 04 10 The purpose of this study was to investigate the relationship between panic belief and psychological hardiness with tendency to critical thinking among students of the Malayer University. This descriptive study was correlational. 375 students were selected randomly using the Morgan table, and distributed proportionally in different faculties and disciplines. In order to collect information Greenberg's The Panic Belief Inventory (2001), Ricketts Critical Thinking Disposition Inventory (CTDI) (2003) and Keimarati and Najarian Iranian scale of psychological hardiness (1998) was used. The results were analyzed using descriptive and deductive statistics such as Pearson correlation and multiple regression tests. Results showed that two variables of panic belief and a tendency to critical thinking have a significant and negative relationship with each other. Also, psychological hardiness was negatively associated with panic belief. On the other hand, the tendency to critical thinking, with the exception of the level of enrichment, had a meaningful and positive relationship with psychological hardiness. This means that both variables can be increased or decreased in parallel. Panic belief can predict a generalized percentage of students' critical thinking and its subscales. Also, psychological hardiness can predict panic belief and its factors, and the tendency to critical thinking and subscales, except for scale of enrichment. According to the results of this study, we can examine the steps of cognitive-behavioral therapy and compare it with the stages of critical thinking skills training in order to strengthen each of these strategies. The purpose of this study was to investigate the relationship between panic belief and psychological hardiness with tendency to critical thinking among students of the Malayer University. This descriptive study was correlational. 375 students were selected randomly using the Morgan table, and distributed proportionally in different faculties and disciplines. In order to collect information Greenberg's The Panic Belief Inventory (2001), Ricketts Critical Thinking Disposition Inventory (CTDI) (2003) and Keimarati and Najarian Iranian scale of psychological hardiness (1998) was used. The results were analyzed using descriptive and deductive statistics such as Pearson correlation and multiple regression tests. Results showed that two variables of panic belief and a tendency to critical thinking have a significant and negative relationship with each other. Also, psychological hardiness was negatively associated with panic belief. On the other hand, the tendency to critical thinking, with the exception of the level of enrichment, had a meaningful and positive relationship with psychological hardiness. This means that both variables can be increased or decreased in parallel. Panic belief can predict a generalized percentage of students' critical thinking and its subscales. Also, psychological hardiness can predict panic belief and its factors, and the tendency to critical thinking and subscales, except for scale of enrichment. According to the results of this study, we can examine the steps of cognitive-behavioral therapy and compare it with the stages of critical thinking skills training in order to strengthen each of these strategies. https://psychologyj.tabrizu.ac.ir/article_11086_40d571eab56b772539708ed61045cf00.pdf