The Predictive Power of Psychological Defeat and Emotional Regulation in Relation to Academic Passion among Female Student Teachers
DOI:
https://doi.org/10.31686/ijier.vol14.iss1.4291Keywords:
Academic passion, Emotional regulation, psychological defeat, Predictive power, Female student teachersAbstract
The current research aimed to identify the relationship between psychological Defeat, emotional regulation, and academic passion among female student-teachers at the College of Education for Early Childhood. It also sought to examine the differences in psychological defeat, emotional regulation, and academic passion between the first and fourth- year students, as well as between students enrolled in the general program and those in the special program. In addition, the research investigated the predictive contribution of psychological defeat and emotional regulation to academic passion among the selected sample. The sample comprised 91 first-year students and 102 fourth-year students (from general and specialized programs) (mean age= 19.25, SD= ±1.75). Data collection tools included the emotional regulation, psychological defeat, and academic passion scales. Results revealed that there was a statistically significant negative correlation between psychological defeat and harmonious academic passion, and a positive correlational relationship between psychological Defeat and obsessive academic passion. Similarly, expressive suppression was negatively correlated with harmonious passion and positively correlated with obsessive passion. There were also statistically significant differences between first- year and fourth-year students in academic passion in both dimensions of psychological defeat, while significant differences emerged in emotional regulation in the dimensions of cognitive reappraisal. Furthermore, no significant differences were found between students in general and special programs in academic passion, whereas significant differences were revealed in psychological defeat and both dimensions of emotional regulation, in favor of students in the special program. Finally, certain dimensions of psychological defeat and emotional regulation contributed to predicting both forms of academic passion
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