Volume 8, Issue 38 (3-2023)
3 2023, 8(38): 1-16 |
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Ghasemian A. Determining the Relationship between Thinking Styles and Aggression in Students. 3 2023; 8 (38) :1-16
URL: http://jnrihs.ir/article-1-609-en.html
URL: http://jnrihs.ir/article-1-609-en.html
Master of Educational Psychology, Islamic Azad University, Central Tehran Branch, Tehran, Iran
Abstract: (176 Views)
Purpose: The purpose of this research was to determine the relationship between thinking styles and aggression in students at Islamic Azad University. Method: The current research is a fundamental research in terms of its purpose. The research design is of the correlation type, in which the relationship between the variable of emotional maturity and aggression is investigated and determined using the correlation coefficient, and the limits of changes of one or more variables were studied with the limits of changes of one or more other variables. Statistical information was analyzed based on the data obtained after collecting the questionnaires using spss statistical software at two descriptive and inferential levels. Findings: It shows that the variables of thinking styles are included in the regression equation, whose correlation with aggression is equal to 0.644, and the R-squared value is equal to 0.414 and the adjusted R-squared is equal to 0.387, which means that these variables together predict 38.7% of aggression changes. The results indicate the significance of the regression model, that the f value calculated with 15.270 with 14 and 302 degrees of freedom is greater than the critical value and the significance level is smaller than the 0.01 level, which indicates the significance of the regression model. Conclusion: The findings of the present study showed that there is a significant positive relationship between legislative thinking style and aggression, which means that the more students use this thinking style, the higher their aggression is and vice versa.
Type of Study: Research |
Subject:
General
Received: 2023/07/4 | Accepted: 2023/03/1 | Published: 2023/03/1
Received: 2023/07/4 | Accepted: 2023/03/1 | Published: 2023/03/1
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