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Paper Information

Journal:   IRANIAN JOURNAL OF PSYCHIATRY AND BEHAVIORAL SCIENCES (IJPBS)   DECEMBER 2017 , Volume 11 , Number 4; Page(s) 0 To 0.
 
Paper: 

THE RELATIONSHIP BETWEEN QUALITY OF LIFE AND SELF-ESTEEM AND ATTRIBUTION STYLES IN PRIMARY SCHOOL STUDENTS

 
 
Author(s):  KAZEMI YAHYA*, NIKMANESH ZAHRA, KHOSRAVI MASOMEH
 
* DEPARTMENT OF EDUCATION, UNIVERSITY OF SISTAN AND BALUCHESTAN, ZAHEDAN, IR IRAN
 
Abstract: 

Background: Quality of life, self-esteem and attribution styles have important effects on people’s individual and social functions. Through determining the interactional relations of these factors, parents and schools can plan to change each one of them and improve their children’s functions.
Objectives: The current study aimed to investigate the interactional relations among students’ quality of life, self-esteem and attribution styles.
Methods: The research sample included 365 primary school students (154 boys and 211 girls), who were selected through random cluster sampling. They filled in the questionnaire after each item was read by their teacher. Research tools included three questionnaires including Sieberer’s quality of life, Seligman’s attribution styles and Rosenberg’s self-esteem questionnaires. Statistical analyses were conducted by Pearson correlation and analysis of regression.
Results: The results indicated that there was a significant positive relationship among dimensions of quality of life (except for physical well-being and peers relation and support) and self-esteem. Furthermore, there was a significant negative relationship between self-esteem and negative mood (from components of quality of life) and all components of quality of life were significant predictors of self-esteem. On the other hand, self-esteem was the greatest predictor of negative mood (0.13) and efficiency in the school environment (0.02) (from components of quality of life) (P=0.01). The results also showed that there were significant positive correlations among optimistic attribution style, self-perception and peers relation and support (from components of quality of life).
Conclusions: Since variables of negative mood and efficiency at the school environment were effective factors on self-esteem and, optimistic attribution style was affected by peers relation and support, educational planning for each indicator can improve the quality of life of primary school students.

 
Keyword(s): ATTRIBUTION STYLES, QUALITY OF LIFE, SELF-ESTEEM, STUDENTS
 
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