dc.description.abstract |
The present research was conducted to explore the relationship between
dysfunctional attitude and performance anxiety in Iranian and Pakistani students, and
also to see the interaction effect of gender and culture on dysfunctional attitude and
performance anxiety in both samples. For this purpose, a total sample of 1500
students was taken (based on equal number from Iran and Pakistan) with an age
range between 20-40 years. The data were collected from two public universities of
Iran (Isfahan & Kashan) and Pakistan (University of the Punjab and Government
College University). The dysfunctional attitude of the participants was assessed
through Dysfunctional Attitude Scale (DAS, Weissman & Beck, 1980). Participants‟
anxiety was assessed through State-Trait Anxiety Inventory (STAI-Y1-Y2;
Spielberger, 1983). An Exploratory Factor Analyses was run to explore the
dimensions of Dysfunctional Attitude Scale (Form-A). Pearson Product Moment
Correlation Coefficient was employed to assess the relationship between
dysfunctional attitude and performance anxiety. Regression analysis was used to
determine the predictors of anxiety in students. The two way ANOVA was used to
explore the interaction effect of gender and culture on dysfunctional attitude and
state-trait anxiety. Process Analysis was used to assess the moderate relationship
between dysfunctional attitudes and state-trait anxiety. The results of Exploratory
Factor Analysis yielded four factor solutions, based on 40 items of DAS-A which
reflected themes of Perfectionism (Fifteen items), Approval (Twelve items),
Achievement (seven items) and Autonomy (six items). The findings showed
significant positive relationship between dysfunctional attitude and state-trait anxiety
in Iranian and Pakistani university students. The findings also revealed that trait
anxiety and state anxiety were significantly related with each other. The findings
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showed non-significant main effect of gender, but a significant main effect of culture
on dysfunctional attitudes of perfectionism and achievement. In Iranian students,
state anxiety was predicted by marital status, having an unsatisfactory relationship
with parents, and dysfunctional attitudes of perfectionism and achievement, while
trait anxiety was predicted by marital status, employment status, having an
unsatisfactory relationship with parents and dysfunctional attitudes: perfectionism
and achievement. In Pakistani sample, state anxiety was predicted by marital status,
employment status, having an unsatisfactory relationship with parents, and
dysfunctional attitude of perfectionism, while trait anxiety was predicted by gender,
marital status, employment status, having an unsatisfactory relationship with parents,
and dysfunctional attitudes of perfectionism. However, in combined sample (both
Pakistani and Iranian), variables such as gender, single marital status, unsatisfactory
relationship with parents, and dysfunctional attitudes of perfectionism and
achievement emerged as significant predictors of trait anxiety. Moreover, culture,
marital status, unsatisfactory relationship with parents, and dysfunctional attitudes of
perfectionism and achievement predicted state anxiety in combined sample.
Moderation analysis showed that culture moderated the relationship between
perfectionism, achievement and state-trait anxiety in student population. Findings of
the study revealed important implications for both researchers and clinicians; who
use shortened version of Dysfunctional Attitude Scale (DAS-A) to identify common
dysfunctional attitudes across two cultural groups and to provide them effective
therapeutic intervention to overcome performance anxiety. |
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