The relationship between academic expectation stress and self-defeating behavior and cognition: the mediating role of emotional self-awareness

Submitted: 2024 July 14
Accepted: 2024 August 2
Published: 2024 September 13
Abstract Views: 206
PDF: 74
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Self-defeating behaviors and cognitions can significantly hinder individuals’ ability to achieve their goals. This study aims to explore the relationship between academic expectation stress and self-defeating behavior and cognition, with a focus on the mediating role of emotional self-awareness. Using a correlational design and structural equation modeling, we surveyed 200 first-year secondary school girls from villages in Roudbane city during the 2022-2023 academic year. Participants were selected through convenience sampling. Data were collected using the Academic Expectations Stress Inventory, the Self-Defeating Behaviors and Cognitions Scale, and the Self-Awareness Outcomes Questionnaire. Analyses were conducted using Pearson correlation and structural equation modeling with SPSS v26 and AMOS v24 software. Results indicated that both academic expectation stress and emotional self-awareness directly influence self-defeating behavior and cognition. Additionally, academic expectation stress indirectly affects these outcomes through the mediating role of emotional self-awareness. These findings suggest that educational psychologists and school counselors should consider both academic stress and emotional self-awareness when developing strategies to prevent self-defeating behaviors and cognitions in students.

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How to Cite

1.
Dehban Z, Maleki Pirbazari M, Ashournejad F. The relationship between academic expectation stress and self-defeating behavior and cognition: the mediating role of emotional self-awareness. Mental Wellness [Internet]. 2024 Sep. 13 [cited 2024 Dec. 6];2(1). Available from: https://www.mental-wellness-journal.net/mw/article/view/13