Mansoureh Hajhosseini; Elahe Hedayati; masoud Gholamali Lavasani
Abstract
The purpose of this study was to investigate the role of mediator of hope in relation between attachment styles and academic buoyancy. Method: This study was a descriptive study and correlation and path analysis. The statistical population of the study consisted of all 10th grade male students of secondary ...
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The purpose of this study was to investigate the role of mediator of hope in relation between attachment styles and academic buoyancy. Method: This study was a descriptive study and correlation and path analysis. The statistical population of the study consisted of all 10th grade male students of secondary school in Shiraz during the academic year of 1995-96. A total of 400 students were selected through multistage cluster sampling. To collect the data, Hazen and Shiver attachment styles questionnaires, Pamela Hindes Adolescents Hope Scale and Martin and Marsh's academic buoyancy scale were used. Data were analyzed using Pearson correlation coefficient and path analysis. Results: The results of correlation matrix table showed that there was a significant correlation between the majority of the present research which included the dimensions of attachment styles, hope and academic bouyancy (P <0.01). The results of path analysis indicated a significant role of mediating role of hope in the relationship between attachment styles and academic buoyancy. Conclusion: In general, it can be concluded that attachment styles and hope are two of the main factors for studying academic bouyancy.
masoud Gholamali Lavasani; Hemin Khezriazar; Masoud Gholamali Lavasani; asadollah Maleki
Abstract
This research was conducted to study the relationship among basic psychological needs, academic motivation and students' academic engagement (in English language) in Structural Equation Modeling method. Using stratified sampling, 423 (127 males and 296 females) secondary and junior students were selected ...
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This research was conducted to study the relationship among basic psychological needs, academic motivation and students' academic engagement (in English language) in Structural Equation Modeling method. Using stratified sampling, 423 (127 males and 296 females) secondary and junior students were selected to participate in the study. They replied to the basic psychological needs, academic motivation and academic engagement Questionnaires. Structural equation modeling revealed that basic psychological needs satisfaction exerted a direct, significant influence upon intrinsic motivation, Identified regulation, Interjected regulation and an indirect one upon academic engagement. In addition, basic psychological needs had a negative direct influence upon amotivation, while the direct influence of related on extrinsic motivation was not significant. Intrinsic motivation, Interjected regulation and Identified regulation had a positive direct influence upon academic engagement, while the direct influence of related on amotivation was negative and significant. Additionally, the direct influence of related on extrinsic and interjected regulation was not significant. In general, findings of this study suggested basic psychological needs had influence on students' English language engagement through the meditational effects of academic motivation.
