نقش خودكارآمدي تحصيلي، دلبستگي والدين و همسالان و پردازش هيجان در استرس تحصيلي ادراك شده در دانش آموزان پايه دوازدهم

Academic Self-Efficacy , Parental an‎d Peer Attachment , Emotional Processing , Perceived Academic Stress

The role of academic self-efficacy, parents an‎d peers’ attachment, an‎d emotion processing in perceived academic stress among twelfth-grade students

مشاوره

Abstract This study investigated the role of academic self-efficacy, attachment to parents an‎d peers, an‎d emotional processing in perceived academic stress among twelfth-grade students. The rsearch method was correlational. The population comprised all twelfth-grade male an‎d female students in Khomeyni Shahr County during the 2025–2026 academic year, totaling N=1,596 (949 female, 647 male). Based on Morganʹs table, the sample size was set at 310 participants (approximately 125 male an‎d 185 female), selec‎ted using stratified ran‎dom sampling. Data were collected using the Academic Stress Scale by Zazacova (2005), the Academic Self-Efficacy Scale by McElroy an‎d Bunting (2002), the Parental an‎d Peer Attachment Scale by Armsden an‎d Greenberg (1987), an‎d the Emotional Processing Scale by Baker et al. (2010). Data were analyzed using SPSS statistical software. The results indicated that 0.32 of the variance in the criterion variable, perceived academic stress, could be explained by academic self-efficacy, parental an‎d peer attachment, an‎d emotional processing. Specifically, emotional processing showed a significant positive correlation with perceived academic stress 0.52. Its components also correlated positively: emotional suppression 0.37, dysregulated emotions 0.34, experiential poverty 0.49, unprocessed emotions 0.41, an‎d emotional avoidance 0.19. In contrast, academic self-efficacy showed a significant negative correlation with perceived academic stress 0.34. Attachment to peers 0.19 an‎d its components communication 0.18, trust 0.12, an‎d non-alienation 0.23 also showed significant negative correlations with perceived academic stress. Similarly, attachment to parents 0.30 an‎d its componentscommunication 0.23, trust 0.24, an‎d non-alienation 0.36 were significantly negatively correlated with perceived academic stress. Finally, no gender differences were found in the relationships between the study variables (emotional processing, academic self-efficacy, parental/peer attachment, an‎d academic stress). Keywords: Academic Self-Efficacy, Parental an‎d Peer Attachment, Emotional Processing, Perceived Academic Stress.

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