The role of family emotional functions on students academic self-government

ali mostafayi¹ sulmaz farzaneh² erfan sobhani³ marye hesami⁴

1) Assistant Professor, Department of Psychology, Payamnoor University, Mahabad Branch, Mahabad, Iran.
2) Master student of psychology, Payame Noor University, Mahabad Branch, Mahabad, Iran.
3) Master student of psychology, Payame Noor University, Mahabad Branch, Mahabad, Iran.
4) Bachelor of Educational Sciences, Cultural, Education Sanandaj, Sanandaj, Iran.

IOI Code : XBAF-EKECC
Publication : Second International Conference on Innovations in Business administration and Economics(ibaeconf.com)
Abstract :
    The aim of this study was to investigate the role of emotional functions of students students academic self-management. The research method is descriptive and correlational. The statistical population includes all male high school students in public schools in District 2 of Urmia, which is a total of 6167 people, of which 362 people using stratified random sampling method and based on Cochran s formula was selected as a sample. Data collection tools included three standard questionnaires of academic self-government and emotional functions of the family. The validity of both questionnaires was confirmed by experts and their reliability was reported to be 0.89 and 0.87, respectively, which indicates good reliability for both questionnaires. Descriptive and inferential statistical tests were used to analyze the data. The results of data analysis indicated that the emotional functions of the family can predict academic self-regulation. That is, by increasing a standard deviation in the components of problem solving, communication, emotional association and companionship, the rate of students academic self-control also increases to -0.21, 0.15, 0.35 and 0.19 standard deviation, respectively. Therefore, the three components of communication, emotional mix and association with the variable of academic self-government have a positive and significant relationship and the variable of problem solving has a negative and significant relationship and vice versa. Other components of family emotional functions were excluded from the equation due to the lack of a significant contribution to the prediction of students academic self-government.

Keywords : academic self governance self concept family lifestyle high school students