Document Type : Original Article
Authors
1
Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Sistan and Baluchestan, Zahedan, Iran
2
MSc Student of Psychology, Faculty of Educational Sciences and Psychology, University of Sistan and Baluchestan, Zahedan, Iran
Abstract
Objective: The purpose of this study was to investigate the role of encouragement and perfectionism in students' self-regulation.
Materials and Methods: The research method was descriptive-correlational. The statistical population of this study consisted of all male and female high school students in Mehristan (Sistan and Baluchestan) in the academic year 2019-2020; 303 students were selected by Stratified random sampling according to the table of Krejcie and Morgan (1970). Data were collected using the Amos, Smith & Purkey (2004), 44 points of Evangelistic Motivational Perfectionism Questionnaire (2004), the Evidence-Based Multidimensional Perfectionism Questionnaire (2007), and the Bufard et al.
Results: The results showed that all the coefficients of correlation calculated between encouragement training and its components (consideration, commitment, coordination, skill and expectation), perfectionism and its components (self-centered perfectionism, other-oriented perfectionism, and community-oriented perfectionism) and self-regulation. Overall, the results showed that encouragement and perfectionism predicted students' academic self-regulation.
Discussion and Conclusion: In general, the results showed that persuasive and perfectionist education will affect students 'self-discipline and can lead to planning, reliability, focused attention, foresight, self-monitoring, delayed camaraderie and the tendency to succeed by actively solving students' problems.
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