An Explanation of Gratitude based on Personality Traits through the Mediation of Academic Self-Efficacy in high school students

Document Type : Research Paper

Authors

1 PhD, Educational Psychology, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.

2 PhD, Psychology of Exceptional Children, Department of Exceptional Children Education, Faculty of Educational Sciences and Psychology, Allameh Tabatabaee University, Tehran, Iran.

Abstract

The purpose of this study was to explain gratitude by personaliy traits with the mediating of academic self-efficacy. The research method used in this study was descriptive-correlation. The statistical population of this study consisted of all 1180 high school students of Yazd city who were studying in the academic year 1396-97. From the statistical population, according to Klein's (2015) view that the number of samples is 3 to 5 times the number of items, Four hundred and seventy four students (186 males and 288 females) were selected using multistage cluster random sampling. The participants completed the Multi-component Gratitude Measure (Morgan et al, 2017), NEO Questionnaire Short Form (Khormaei & Farmani, 2015) and the Academic Self-Efficacy Inventory (Zajacova et al, 2005). The data were analyzed using the structural equation modeling approach. The results of path analysis indicated that the model had a good fitness and big five personality as exogenous variable agreeableness, extraversion and openness to experience predicted gratitude directly. In addition conscientiousness, openness to experience and neuroticism predicted gratitude indirectly by the mediation role of academic self-efficacy. As a result, personaliy traits of agreeableness, conscientiousness, extraversion and openness to experience increase academic self-efficacy. So students to face the problems have more self-efficacy. As a result they would behave more grateful.

Keywords

References

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Journal of Modern Psychological Researches
Volume 15, Issue 57
May 2020
Pages 84-98

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History

  • Receive Date: 01 July 2019
  • Revise Date: 05 September 2019
  • Accept Date: 16 December 2019

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