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The Relationship between Cohesive Self-Knowledge and Moral Behavior of Students with Emotional Breakdown: The Mediating Role of Individual Self-Efficacy
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Maryam Ketabi1   , Gholamreza Tizfahm fard2 , Shaghayegh Rostami matak3 |
1- Department of Psychology, Payam Noor University, South Tehran Center, Tehran, Iran , Ketabipary@gmail.com
2- Department of Psychology, Payam Noor University, South Tehran Center, Tehran, Iran
3- M.A., Educational Psychology, Payam Noor University, South Tehran Center, Tehran, Iran |
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Abstract: (10 Views) |
Background: Emotional breakdown is one of the important challenges that can have significant academic and psychological consequences for students. Students' moral behavior after emotional failure can be strongly influenced by negative emotions, anger, feelings of rejection, and decreased self-esteem. Therefore, the present study aimed to investigate the relationship between cohesive self-knowledge and ethical behavior with the mediating role of individual self-efficacy among students with emotional breakdown.
Method: The present study was applied in terms of purpose and descriptive-correlational in nature. The statistical population included all students of Payam Noor University, the center of Pakdasht, in the academic year 2024-2025. Among them, 320 people were selected and entered into the study based on the Morgan table and through convenient sampling. Research tools for data collection included the Ghorbani et al. (2008) Coherent Self-Awareness Questionnaire, Lozier's Ethical Behavior (1993), and Scherer's Self-Efficacy (1982) questionnaires. Then, data analysis was performed using structural equation modeling using Smart PLS version 4 software.
Results: The findings showed that the research model had a good fit. The results also showed that cohesive self-knowledge has a significant positive relationship with both academic behavior and individual self-efficacy variables. Also, a significant positive relationship was found between individual self-efficacy and ethical behavior (p<0.01). Finally, by entering the individual self-efficacy variable into the model, the indirect effect of cohesive self-knowledge on teachers' ethical behavior became positive and significant (P<0.001).
Conclusion: To improve the moral behavior of students experiencing emotional breakdown, special attention should be paid to the two variables of cohesive self-knowledge and individual self-efficacy, and workshops should be held accordingly.
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| Keywords: Moral Behavior, Emotional Breakdown, Cohesive Self-knowledge, Individual Self-efficacy |
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Full-Text [PDF 1361 kb]
(7 Downloads)
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Type of Study: Research |
Subject:
General
Received: 2025/05/5 | Accepted: 2025/07/8 | Published: 2026/01/30
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