روانشناسی یادگیری
Maryam Safaee; alimohammad rezaei; Siavosh Talepasand
Abstract
The aim of the present study was to examine the effect of the family support, friends support and others support on the academic Performance with the mediating role of academic self-efficacy, academic resilience and academic engagement. This descriptive correlational study was performed on students of ...
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The aim of the present study was to examine the effect of the family support, friends support and others support on the academic Performance with the mediating role of academic self-efficacy, academic resilience and academic engagement. This descriptive correlational study was performed on students of Payam Noor University of Bojnourd. 500 students who were selected through multi stage stratified random sampling method completed the Multidimensional Scale of Perceived Social Support, the College Academic Self-Efficacy Scale, the Academic Resilience Inventory and the Schoolwork Engagement Inventory. The data were analyzed by Pearson correlation test and path analysis in SPSSV19 and AMOSV20 software. The results of Pearson correlation showed that there is a positive and meaningful correlation between all of variables in model. Also results of path analysis showed that family support and friends support had a significant role in predicting academic performance either directly or indirectly with the mediation of academic self-efficacy, academic resilience and academic engagement. The direct effect of others support on academic performance was not significant. But this variable also had a significant effect in predicting academic performance with the mediation of other variables. In general, the research findings showed that family support, friends support, academic self-efficacy, academic resilience and academic engagement play a determining role in predicting academic performance. Therefore, according to the findings of this study, it is recommended that the necessary measures be taken to increase social support, academic self-efficacy, academic resilience and academic engagement in order to enhance the academic performance of students.
Ahmad Ghodsi; Siavosh Talepasand; alimohammad rezai; mohammadali mohamadifar
Abstract
The present paper seeks to review the antecedents of academic engagement on the basis of Wigfield- Eccles expectancy- value theory. Accordingly, a model was designed in which social culture was considered as exogenous variable, student's perception of learning environment, attribution style, emotional ...
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The present paper seeks to review the antecedents of academic engagement on the basis of Wigfield- Eccles expectancy- value theory. Accordingly, a model was designed in which social culture was considered as exogenous variable, student's perception of learning environment, attribution style, emotional memory, academic self-concept, expectation of success, and task value as moderator variables, and academic engagement as the consequence. To examine the model, a sample including 710 high school students in grade two and three in the courses of experimental sciences and mathematics in Qom high schools were selected through random sampling. All of them completed the questionnaires of student's interaction with teacher, peers, and parents, student's perception of learning environment, attribution styles, academic self-concept, emotional memory, expectancy- value, and academic engagement. The internal relations of variables were examined by structural equations model and EQS6.1 software. The findings show that social culture has a direct structural effect on student's perception of learning environment and attribution style, and a positive structural effect on expectation of success and task value through self-concept and emotional memory. Self-concept and emotional memory has also positive structural effect on academic engagement through task value. Only structural effect of self-concept on academic management through expectation of success is not significant. The expectancy-value theory is a suitable model for students' academic engagement. The role and contribution of motivational beliefs and cognitive processes are of importance in explaining academic engagement and the structure of their internal relations.
Mehri Akhlaqi; Siavosh Talepasand
Volume 11, Issue 36 , July 2015, , Pages 111-129
Abstract
The present study was conducted with the aim of examining the effectiveness of multidimensional motivational-cognitive interventions on task value, mastery goal orientation and academic self-efficiency. This study was quasi-experimental, and the first grade female high school students of Semnan in academic ...
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The present study was conducted with the aim of examining the effectiveness of multidimensional motivational-cognitive interventions on task value, mastery goal orientation and academic self-efficiency. This study was quasi-experimental, and the first grade female high school students of Semnan in academic year of 2014-2015 consist of the statistical population of the study. A total of 34 students were selected from two different schools by available sampling method and were randomly assigned into control and experimental groups. Also, participants completed Motivational Strategies for Learning Questionnaire by Pintrich and De Groot. Hypotheses were tested using univariate analysis of covariance model. Findings showed the effectiveness of multidimensional motivational-cognitive intervention on internal goal orientation and self-efficacy in participants of experimental group, but there was not a significant difference between two groups in task value component. Multidimensional motivational-cognitive interventions result in increasing self-efficacy component and developing internal goal orientation component in students.
