The relationship of performance compulsion and learning styles with illogical beliefs of students
Journal Title: Journal of Science and today’s world - Year 2013, Vol 2, Issue 5
Abstract
Obsession disorder is one of the widespread anxiety disorders that causes extensive distress for afflicted people and problematize their natural process of life. Facing these issues and problems related to this disorder and arriving at these beliefs, the person in learning environments encounters loneliness, doubt and suspicion toward others and losses correct decision making and ability of problem solving decreases. On the other hand illogical beliefs can be the reason for obsessive-compulsive mental disorder; therefore, changing illogical beliefs is influential in treating this disorder. The purpose of this research is determination of the relationship between performance mental obsessive and learning styles with illogical beliefs. Population of the study contains the entire girls of guidance school students in Tehran city in educational year of 2011- 2012. The samples were 300 students based on Cochran formula and they were selected using multi-stage sampling. This research uses correlative method. In this research for data collection 3 standards and normative questionnaire were used that contains Madzoli performance obsessive mental questionnaire with average reliability coefficient of 89%, Coulb’s learning style questionnaire with average reliable coefficient of 78%, and Jones’s illogical beliefs questionnaire with average reliable coefficient of 92%. Data was analyzed using descriptive statistics (frequency, percentage and average) and inferential statistics (regression analytical test and Anova one-way variance analysis). While approving research hypothesis, the result showed that there is a positive significant ( p<0.005) correlation between performance mental obsessions of students with their illogical beliefs and from among subscales of performance mental obsessive subscales, the subscales of hesitancy and deontology have more powerful impact on illogical beliefs of students. Also, there is a significant difference between the rate of illogical beliefs of students with convergent learning style with the rate of illogical beliefs of students with corresponding learning style, so that illogical beliefs of students with corresponding learning style is higher than illogical beliefs of convergent students.
Authors and Affiliations
Ghodsy Ahghar , Amineh Ahmadi , Parivash Zarei
Keywords
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