The comparison of mindfulness and self-knowledge with emotion regulation and self-efficacy in the first semester and last semester students

Mehdi Rostami; Seyed Ali  Darbani

doi:10.61838/kman.jayps.1.1.1

Authors

Mehdi Rostami Counseling and Psychology Department, Iran Mehr Center for Social Studies and Research, Tehran, Iran Author https://orcid.org/0000-0001-9536-5309
Seyed Ali Darbani Counseling and Psychology Department, Iran Mehr Center for Social Studies and Research, Tehran, Iran Author https://orcid.org/0000-0002-2109-0741

DOI:

https://doi.org/10.61838/kman.jayps.1.1.1

Keywords:

mindfulness, self-knowledge, emotional regulation, Self-efficacy

Abstract

Background and Aim: Self-efficacy is the person's judgment of one's abilities and ensuring that one has individual abilities. People with higher self-efficacy have better mindfulness and self-awareness and set higher goals and adopt more desirable behavior by emotion regulation and achieve more success in various fields such as education. This study is descriptive-analytical. This study has the general purpose of determining and comparing the level of mindfulness and self-knowledge with emotional self-regulation and self-efficacy in the first semester and last semester undergraduate students studying at Shahid Beheshti University in the academic year of 2015-2016. Methods: This research is designed based on the hypothesis that there is a difference between emotion regulation and self-efficacy. The statistical population of the present study includes all undergraduate students entering the new academic year 2015 (1420 people) and final year undergraduate students (1660 people). Accordingly, the statistical sample of the study included 302 new students and 312 final year students with a mean age of 20.45 (standard deviation of 1.92). It was calculated based on Cochran's formula and selected by random sampling. The research tools included Awareness Scale, Cohesive Self-Knowledge, Emotion Regulation, and Sherer Self-Efficacy. And data analysis was conducted using multivariate analysis of variance. Results: The results indicated that there was a significant difference between self-knowledge, emotion regulation, and self-efficacy in the first semester and last semester students (P=0.01), but there was no difference in the variable of mindfulness among students (P>0.05). Conclusion: The results show that by improving emotion regulation as well as better self-awareness, a person will have higher self-efficacy

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