988368
شنبه 1 اردیبهشت 1403
دوره 20، شماره 3 - ( 7-1401 )
جلد 20 شماره 3 صفحات 404-397 |
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Esmaeilzadeh Ashini M, Nasri S, Seadatee Shamir A. Modeling the Relationship Between Affective Balance, Social Intelligence, and Speech Anxiety With the Mediating Role of Consequence Expectation. Iranian Rehabilitation Journal 2022; 20 (3) :397-404
URL: http://irj.uswr.ac.ir/article-1-1495-fa.html
URL: http://irj.uswr.ac.ir/article-1-1495-fa.html
Modeling the Relationship Between Affective Balance, Social Intelligence, and Speech Anxiety With the Mediating Role of Consequence Expectation. مجله انگلیسی زبان توانبخشی. 1401; 20 (3) :397-404
چکیده: (1109 مشاهده)
Objectives: There are several predictor variables for speech anxiety (SA) among students. Affective balance (AB) and social intelligence (SI) are two main factors in this field. In this study, we assess the mediating role of consequence expectation (CE) among these variables. Accordingly, this study aims to explore a model of the relationships between AB, SI, and SA mediated by CE among teacher-training students of Farhangian University.
Methods: This was a descriptive-correlational study and the population included students of teacher-education courses at the Farhangian University in Kerman Province, Iran, in the 2020-2021 academic year. The sample included 740 participants who were selected via the cluster sampling method. They completed the speech anxiety thoughts inventory, the Bradburn scale of psychological well-being (1969), the social intelligence questionnaire, and the personal outcome expectancy scale.
Results: The results showed that the model of explaining AB, SI, and SA through the mediating role of CE in teacher-training students of Farhangian University has an acceptable fit. Hence, AB has a direct effect on SA. SI has a direct effect on SA and AB has a direct effect on the expectation of CE. Meanwhile, SI has a direct effect on the CE and AB has an indirect effect on SA through the mediating role of the CE. And, SI has an indirect effect on SA by the mediating role of the CE.
Discussion: We can conclude the proposed model of the relationship between AB, SI, and SA with the mediating CE among teacher-training students of Farhangian University is fit and has proper values.
Methods: This was a descriptive-correlational study and the population included students of teacher-education courses at the Farhangian University in Kerman Province, Iran, in the 2020-2021 academic year. The sample included 740 participants who were selected via the cluster sampling method. They completed the speech anxiety thoughts inventory, the Bradburn scale of psychological well-being (1969), the social intelligence questionnaire, and the personal outcome expectancy scale.
Results: The results showed that the model of explaining AB, SI, and SA through the mediating role of CE in teacher-training students of Farhangian University has an acceptable fit. Hence, AB has a direct effect on SA. SI has a direct effect on SA and AB has a direct effect on the expectation of CE. Meanwhile, SI has a direct effect on the CE and AB has an indirect effect on SA through the mediating role of the CE. And, SI has an indirect effect on SA by the mediating role of the CE.
Discussion: We can conclude the proposed model of the relationship between AB, SI, and SA with the mediating CE among teacher-training students of Farhangian University is fit and has proper values.
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