روانشناسی یادگیری
Ezatolah Ghadampour; Hasanali Veiskarami; Mahbobeh Golsanamlo; davud kazemifard
Abstract
The purpose of this study was to investigate the relationship between Sense of Belonging to School and academic engagement by examining the mediating role of academic self-efficacy and Academic Hardiness Among high school students in Khorramabad city. The current of research is basic in terms of purpose ...
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The purpose of this study was to investigate the relationship between Sense of Belonging to School and academic engagement by examining the mediating role of academic self-efficacy and Academic Hardiness Among high school students in Khorramabad city. The current of research is basic in terms of purpose and in terms of the type of survey method of research was descriptive type of correlational and and specifically type of the structural equation modeling. the statistical population included all students of all secondary school students of Khorramabad in the academic year 2023-2024, that among the samples, 357 students are entered to the analysis by were selected using random cluster sampling. The data are collected by Academic Engagement Scale (Reeve, 2013), Sense of Belonging to School Questionnaire Brew and Beatty, (2005), Academic Efficacy Scale Patrick and et.al (1997) and Academic Hardiness Questionnaire (Benishek & Lopez, 2005). The structural equation modeling was used to evaluate the relationships between variables. The results show that Sense of Belonging to School have a positive, direct, predictive effect on students’ academic engagement (p<0.01). Additionally, Sense of Belonging to School indirectly predict academic engagement through academic self-efficacy and Academic Hardiness (P<0.05). This research confirmed the mediating role of Academic Self-Efficacy and achievement emotions, based on the Sense of Belonging to School and academic engagement.
روانشناسی یادگیری
Ezatolah Ghadampour; Davud Kazemifard
Abstract
Abstract The purpose of this study was to investigate the relationship between achievement goal orientation and academic engagement, by examining the mediating functions of perceived school climate and academic self-efficacy. The method of research was descriptive – correlational Type of path analysis ...
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Abstract The purpose of this study was to investigate the relationship between achievement goal orientation and academic engagement, by examining the mediating functions of perceived school climate and academic self-efficacy. The method of research was descriptive – correlational Type of path analysis and the statistical population included all students of all secondary school students of khorammabad in the academic year 2021-2022, that among the samples, 334 students are entered to the analysis by were selected using random cluster sampling. The data are collected by Achievement Goal Questionnaire Scale Elliot and McGregor (2002), School Climate Perception Scale Jia and et.al (2009), Academic Efficacy Scale Patrick, Hicks and Ryan (1997) and Study Engagement Scale (Reeve, 2013). The path analysis method was used to evaluate the relationships between variables. The results show that both mastery-approach goals and performance-avoidance goals have a positive, direct, predictive effect on students’ academic engagement. Additionally, both goal orientations indirectly predict academic engagement through perceived school climate and academic self-efficacy, separately. This study highlights the role of environmental as well as personal factors in facilitating self-regulated learning among students.
