The Role of Moral Intelligence and Sense of Belonging to School in Predicting Academic Self-Defeating Behaviors
akhlāq-i pizishkī i.e., Medical Ethics,
Vol. 18 (1403),
29 July 2024
,
Page 1-13
https://doi.org/10.22037/mej.v18i-.44960
Abstract
Background and Aim: Given the high prevalence of academic self-defeating behaviors among students and their destructive effects and irreparable consequences for individuals, families and society, it is essential to investigate the factors influencing these behaviors. Therefore, this study aimed to determine the role of moral intelligence and sense of belonging to school in predicting academic self-defeating behaviors.
Methods: The research method was descriptive-correlational. The study population included all male and female students of the first and second secondary schools in one district of Karaj during the academic year 2023-24. A sample of 120 students was selected using the convenience sampling method. Data collection tools included the Moral Intelligence Questionnaire by Lennick and Kiel (2005), the Sense of Belonging to School Questionnaire by Brew & Beatty (2004) and the Academic Self-Defeating Behaviors Questionnaire by Azdarbin et al (2023). Data analysis was conducted using Pearson correlation and multiple regression with the help of SPSS 18 statistical software at a significance level of less than 0.05
Ethical Considerations: Written consent was obtained from participants and they were assured of the confidentiality of their information.
Results: The results showed that the mean and standard deviation of the research variables-moral intelligence, sense of belonging to school and academic self-defeating behaviors were 109.03±10.98, 107.34±17.16 and 69.80±10.47, respectively. The regression analysis indicated that moral intelligence accounted for 50.4% and sense of belonging to school accounted for 59.2% of the ability to predict academic self-defeating behaviors. Additionally, there was a significant inverse relationship between moral intelligence (r=-0.705, P<0.01) and sense of belonging to school (r=-0.777, P<0.01) with academic self-defeating behaviors.
Conclusion: These reducing academic self-defeating behaviors in students requires attention to moral intelligence and sense of belonging to school. Therefore, it is recommended to develop and implement intervention programs focusing on teaching moral intelligence and enhancing the sense of belonging to school.
Keywords: Moral Intelligence; Sense of Belonging to School; Academic Self-Defeating Behaviors; Students
- Moral Intelligence
- Sense of Belonging to School
- Academic Self-Defeating Behaviors
- Students
- 2025-01-12 (2)
- 2025-01-06 (1)
How to Cite
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