روانشناسی یادگیری
Hossein Naderipour; Abolghasem Yaghoobi; Rasool kord Noghabi; Shahryar Yarmohammadi Vasel
Abstract
The aim of this study was to developing causal model of academic engagement based on academic mindfulness with the mediating of fear of self-compassion, academic wising and core self-evaluations in the students. The research method was correlational (structural equation modeling). The statistical population ...
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The aim of this study was to developing causal model of academic engagement based on academic mindfulness with the mediating of fear of self-compassion, academic wising and core self-evaluations in the students. The research method was correlational (structural equation modeling). The statistical population consisted of all students in Bu-Ali Sina University in the academic year of 2022-2023. To determine the sample size based, 420 students were selected using multistage cluster random sampling method. The instruments for data gathering included, academic engagement questionnaire (Reeve & Tseng, 2011; Reeve, 2013), academic mindfulness questionnaire, fear of self-compassion scale (Gilbert et al., 2011), academic wising scale and core self-evaluations scale (Judge et al., 2003). Data were analyzed by using pearson correlation and structural equation modeling. The findings indicated that the model was confirmed by the excellent fit, and all fit indices confirmed the model. The results of the model showed that academic mindfulness, fear of self-compassion, academic wising and core self-evaluations had a direct and significant effect in academic engagement. Moreover, the results showed that academic mindfulness mediated by of fear of self-compassion, academic wising and core self-evaluations had a significant effect in academic engagement. In this study, the role of variables mentioned in students academic engagement was confirmed. This shows the importance of attention to these four variables in order to explain of academic engagement.
نجاریان najarian; shahram vahedi
Abstract
This research attempted to define the role of grit, psychological hardiness, and resilience in academic engagement. Among a statistical society, 242 students were selected as a sample by a simple random sampling method. To collect data, using online social media, 5-question grit questionnaire (Dakourth, ...
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This research attempted to define the role of grit, psychological hardiness, and resilience in academic engagement. Among a statistical society, 242 students were selected as a sample by a simple random sampling method. To collect data, using online social media, 5-question grit questionnaire (Dakourth, 2007), Norwegian version for the modified scale of hardiness (Hystad, Eid, Johnsen, Laberg & Thomas Bartone, 2010), resilience questionnaire (Johnsen, 2013), and academic engagement questionnaire (Rio, 2013) were employed. Obtained data of sample were analyzed by using the statistical softwares Spss &Amos and by path analysis. The results showed that Academic engagement was predicted directly by grit, psychological hardiness and resilience; According to the findings academic engagement was predicted indirectly, on the path of resilience, by grit. psychological hardiness through the mediating role of grit has also a indirect and meaningful effect on the Academic engagement .The results of the research were not confirmed indirectly on the path from psychological hardiness to academic involvement. The results indicated that 16% of academic engagement was explained, through grit, psychological hardiness, and resilience. Also, the variables for grit and hardiness explained 28% of academic engagement by resilience.
Mohhamad reza Sadri; Mohsen Golparvar; Asghar Aghaei; Laura Gilliam
Abstract
Academic engagement is a very important variable in any stages for student’s success. The aim of this study was to determine the effectiveness of academic meaning-oriented training based on healthy human theory and positive psychology training on academic engagement in Iranian students in Denmark. ...
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Academic engagement is a very important variable in any stages for student’s success. The aim of this study was to determine the effectiveness of academic meaning-oriented training based on healthy human theory and positive psychology training on academic engagement in Iranian students in Denmark. The research method was semi-experimental with three groups in two stages of pre-test and post-test. The statistical population of the study included 12 to 18 years old Iranian Students in Copenhagen, Denmark, in winter 2021. From them, 60 students were selected through voluntary sampling and then randomly assigned to three groups (20 people in each group). Schaufeli et al (2002) academic engagement questionnaire was used to measure the dependent variable. Academic meaning-oriented training based on healthy human theory and positive psychology training groups were trained in 10 sessions, respectively. Data were analyzed by analysis of covariance and Bonferroni post hoc test. The results showed that in academic engagement there is a significant difference between academic meaning-oriented training based on healthy human theory and positive psychology training with the control group (P<0.01), but there is no significant difference between academic meaning-oriented training based on healthy human theory and positive psychology training (P>0.05). Based on results, positive psychology training and academic meaning-oriented training are two effective training manners for increasing the academic engagement of Iranian students in Denmark
Mohammad Bagher Reyhani; Meraj Derakhshan; Maryam Shafei; Mohsen Alizadeh; Roghayeh Zarei
Abstract
AbstractThe aim of this study was to investigate the mediating role of social cognition in the relationship between intelligence believes and academic engagement. The method of present study was descriptive and correlational research. The statistical population comprised all students in Shiraz city in ...
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AbstractThe aim of this study was to investigate the mediating role of social cognition in the relationship between intelligence believes and academic engagement. The method of present study was descriptive and correlational research. The statistical population comprised all students in Shiraz city in the 95-96 school year, of which, 300 (174 girls and 126 boys) samples were selected by cluster sampling. Data were gathered by social cognition questionnaire, academic engagement questionnaire and intelligence believe questionnaire. The methods used for analyzing was Pearson correlation and path analysis. The results of the correlation matrix showed that there is a significant correlation between all variables of this study, which includes of social cognition, academic engagement and intelligence believe in the p < .0/01.increase intelligence had a direct influence on The vigor and dedication dimensions. Inherent intelligences had no significant relationship whit research’s variables. Following analysis revealed the significant mediating role of social cognition in the relationship between intelligence believe and academic engagement. In general, it can be concluded that the social cognition and intelligence believe are two of the most important factors for investigating the academic engagement.
hafez sahebyar; Golamreza Golmohammednezhad; Isa Barqi
Abstract
The purpose of this study was to determine the effectiveness of flipped learning on academic engagement and all components of them in students. The research method was semi-experimental with pre-test and post-test with a control group.The statistical population of this study was all male students of ...
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The purpose of this study was to determine the effectiveness of flipped learning on academic engagement and all components of them in students. The research method was semi-experimental with pre-test and post-test with a control group.The statistical population of this study was all male students of 10th grade in Ahar in the academic year of 1396-1397; among them, 46 were sampled Cluster sampling and were randomly assigned to two groups. To collect data, Reeve and Teseng(2011) questionnaire was first performed as a pretest on both groups. Then the experimental group subjected flipped learning during 13 sessions; and the control group subjected the traditional learning method in mathematics. After completing the sessions, the post-test was performed for both groups. Data were analyzed using descriptive and inferential statistics(multivariate covariance analysis). The findings showed that flipped learning was effective on academic engagement. Also, based on the results, the effect of flipped learning on all components of academic engagement (cognitive, emotional, behavioral, and agency) was positive and significant.
Alireza Delghandi; Fatemeh Bayanfar; siavash talepasand
Abstract
The purpose of this study was to prediction of academic self-handicapping behaviors based on academic engagement, quality of school life and sense of belonging to school male students of high school Rey city. The descriptive- correlation method was used. The statistical population consists of all the ...
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The purpose of this study was to prediction of academic self-handicapping behaviors based on academic engagement, quality of school life and sense of belonging to school male students of high school Rey city. The descriptive- correlation method was used. The statistical population consists of all the male students of high school Rey city in year academic 2017-2018 to 4000 male students. According to cluster sampling method, 350 male students were selected as samples and they were asked to fill in self-handicapping scale of Jones and Rhodewalt (1982), academic engagement scale of Fredricks, Blumenfeld and Paris (2004) quality of school life scale of Williams and Baten (1981) and measuring students’ sense of connectedness with school of Brew, Beatty and Watt (2004), and. The data were analyzed by tests of Pearson correlation and multivariate regression. Findings showed that there was a negative and significant correlation between academic engagement, quality of school life and sense of belonging to school with academic procrastination students (P<0/01). Regression analyses also revealed that 27/4 of variance of self-handicapping behaviors was explained by academic engagement, quality of school life and sense of belonging to school. This study confirmed the significant contribution of academic engagement, quality of school life and sense of belonging to school on self-handicapping behaviors of students.
روانشناسی یادگیری
Fatemeh Imamgholivand; parvin kadivar; Hassanpasha Sharifi
Abstract
Abstract: The purpose of this research is to predict happiness and creativity based on the school climate by mediating the educational Engagement, and emotional-social competence of high school female students. Method: The research method is correlational which a type of structural equation. A total ...
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Abstract: The purpose of this research is to predict happiness and creativity based on the school climate by mediating the educational Engagement, and emotional-social competence of high school female students. Method: The research method is correlational which a type of structural equation. A total of 518 students from all 16-18 year old students among public schools in Tehran were selected randomly by multi-stage cluster sampling. Students completed the questionnaire of Students' emotional-social competence: SECQ (2012), Rio's Educational Engagement (2013), Abedi's Creativity (1993), School Acceptance Questionnaire (SCASIM-St) (2017), Oxford Happiness OHI (1999) .Pearson correlation and structural equation model were used. Findings: Based on the model presented in this study, happiness variables as much as 41% = R2 creativity variables were explained to 42% = R2. Social-emotional-social competence of students had the highest total effect (51/44) on the happiness of students after school enrollment (0/414) and then educational Engagement (0/260). Emotional-social competence of students has the highest total effect (0/632) on students' creativity. Conclusion: According to the results of this study, promoting the positive climate of schools and social-emotional-social competence of students as important variables affecting the creativity and happiness of students in the priorities of education.
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.
روانشناسی یادگیری
khadijeh moradi; Hassan Asadzadeh; Abilfazl Karami; mahmoud najafi
Abstract
This study was aimed to modeling the structural relationship between academic achievements based on academic emotions and academic engagement with the mediating role of positive development. The statistical population consisted of all secondry school students in Tehran city in the academic year of 1395-1396. ...
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This study was aimed to modeling the structural relationship between academic achievements based on academic emotions and academic engagement with the mediating role of positive development. The statistical population consisted of all secondry school students in Tehran city in the academic year of 1395-1396. The sample comprised 400 boys and girls who were selsected through srtratified random sampling method. The research instruments were: A) the academic emotions Questionnaire (Pekran and other), B) the academic engagement Questionnaire (Archambelt and other), and C) the positive development Questionnaire (Lerner and other). The collected data were analyzed using structural equation modeling. The results showed that: Positive emotions had direct effect on academic achievements, but negative emotions have no direct effect on academic achievements. Academic engagement had a direct effect on academic achievements. Positive development had direct effect and significant on academic achievements. academic engagement through mediated of positive development had effect on academic achievement, and positive academic emotions through mediated of positive development had effect on academic achievement Therefore, it is essential to consider the components of positive academic emotions and students' academic engagement for students' academic achievement.
mohammad bagher rihani
Abstract
The aim of this study was to investigate the mediating role of social cognition in the relationship between intelligence beliefs and academic engagement. The method of present study was descriptive and correlational research. The statistical population comprised all students in Shiraz in the school year ...
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The aim of this study was to investigate the mediating role of social cognition in the relationship between intelligence beliefs and academic engagement. The method of present study was descriptive and correlational research. The statistical population comprised all students in Shiraz in the school year 95-96, of which, 300 (174 female and 126 male) samples were selected by cluster sampling. Data were gathered by social cognition questionnaire, academic engagement questionnaire and intelligence beliefs questionnaire. The methods used for analyzing was Pearson correlation and path analysis. The results of the correlation matrix showed that there is a significant correlation between all variables of this study, which includes social cognition, academic engagement and intelligence beliefs in the p
Mohammad Bagher Akbarpour Zangalani; Hossein Zare; Mahmood Ekrami; Hamid Maleki
Abstract
The purpose of this research was to investigate the contribution of socio - economic status, cultural capital of family and educational social structure variables in predicting academic engagement and academic achievement between distance education students and traditional education and also studying ...
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The purpose of this research was to investigate the contribution of socio - economic status, cultural capital of family and educational social structure variables in predicting academic engagement and academic achievement between distance education students and traditional education and also studying existing differences between students of these two groups. The research method was correlational. Participants were 700 undergraduate students in the academic year 92-93 which was selected using Morgan schedule and cluster random sampling. Data gathering tools were student's performance score and questionnaire .Pearson correlation, independent t-test and multiple regressions were applied for analyzing of data. The results indicate that although SEM status and cultural capital were effective in predicting academic engagement and academic achievement of each group; however, a great deal of distance educational student assessment was explained by these variables. Regarding traditional students, in addition to essential role of cultural capital of family, authors of this article observed, outstanding role of some other social structure dimensions of education such as teachers and students academic support to each other on traditional students educational outcome. Other results of this research showed considerable difference between distance and traditional students in many variables that were investigated in this research and preference of traditional students on distance students except in cognitive engagements.
Ezatollah Qadrpour; Davood Mrzaeefar; Saideh Sabzian
Volume 10, Issue 34 , January 2015, , Pages 233-247
Abstract
The purpose of this essay was to study The examination relationship between Student academic engagement (cognitive, affective and behavioral) with dropout among high school students, male and female first year of isfahan province. the Statistical population included male and female ...
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The purpose of this essay was to study The examination relationship between Student academic engagement (cognitive, affective and behavioral) with dropout among high school students, male and female first year of isfahan province. the Statistical population included male and female students in the 1390-91 academic year. Statistical sample was 360 persons, selected by Random sampling. Descriptive research method - and correlational data collected through the questionnaire with a Likert’s scale. analyzing data, Appropriate statistical tests to using descriptive and inferential levels. The results showed the dimensions of the academic engagement (cognitive, affective and behavioral) negatively related to academic failure, there was a negative correlation between them.
Ahmad Abedi; Azindokht Me'marian; Mojgan Shoushtari; Fereshteh Golshani Monazzah
Volume 10, Issue 32 , July 2014, , Pages 79-93
Abstract
The present research aims to study the effectiveness of Martin’sCognitive-Behavioral Multidimensional Interventions on the extent of academic achievement and engagement of high school female students in Isfahan city. Using multistage cluster sampling ...
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The present research aims to study the effectiveness of Martin’sCognitive-Behavioral Multidimensional Interventions on the extent of academic achievement and engagement of high school female students in Isfahan city. Using multistage cluster sampling method, ٥٠ subjects were selected from among all high school ٢nd-grade female students in the educational year ٢٠٠٩-٢٠١٠ in Isfahan city. The sample population randomly assigned into two groups: an experimental group and a control group, each consisting of ٢٥ students. The experimental group received Martin’s Cognitive-Behavioral Multidimensional Interventions Program (٢٠٠٨). The research instrument was the Academic Engagement Survey by Archambault et al (٢٠٠٩). The data was analyzed using multivariate covariance (ANCOVA). The results indicated that Martin’s Cognitive-Behavioral MultidimensionalInterventions had a significant effect on the students’ academicengagement (including cognitive, motivational, and behavioral engagements) as well as their academic performance (p≤٠.٠٠١). Martin’s Cognitive-Behavioral Multidimensional Interventions can be used as a method to increase the students’ academic (cognitive, motivational and behavioral) engagement and academic performance
