Gazale Ghadami; Maryam Zare; Mehdi Rahimi
Abstract
The aim of present study was to investigate the role of personality trait and dimensions of family communication environment in academic engagement with the mediating role of passion. For this purpose, 375 secondary high school students (200 girls and 175 boys) were selected from district two of Yazd ...
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The aim of present study was to investigate the role of personality trait and dimensions of family communication environment in academic engagement with the mediating role of passion. For this purpose, 375 secondary high school students (200 girls and 175 boys) were selected from district two of Yazd who were studying in the academic year of 2017-18 by multi-stage cluster sampling were selected. The measures of study were the personality trait scale (NEO-FFI) (Costa & McCary, 1992), the family communication environment scale (FCEI) (Fitzpatrick & Ritchie, 1994), the academic engagement scale (Schaufeli et al., 2002) and passion scale (Vallerand et al., 2003). Results of structural equation modeling showed that conscientiousness and expressiveness have direct positive effect on academic engagement. Extraversion from personality traits and structural traditionalism from family communication environment had only positive indirect effect (with mediation of passion) on academic engagement. Therefore, it is possible to introduce latent variable of passion as an effective mediator in the path of the effectiveness of personality and family factors on latent variable of academic engagement.
Mehdi Rahimi; Elham Zarei
Volume 3, Issue 12 , May 2016, , Pages 57-69
Abstract
The goal of this study was to investigate the meditative role of self-efficacy and perfectionism dimensions in the relationship between attachment dimensions (Avoidance and Anxiety) and academic buoyancy. The sample group included 340 B.A students (189 female and 151 male) of Yazd University in the academic ...
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The goal of this study was to investigate the meditative role of self-efficacy and perfectionism dimensions in the relationship between attachment dimensions (Avoidance and Anxiety) and academic buoyancy. The sample group included 340 B.A students (189 female and 151 male) of Yazd University in the academic year 1393-94 that were selected by multi-stage cluster sampling. The participants fulfilled the attachment, perfectionism dimensions, self-efficacy, and academic buoyancy questionnaires. The evaluation of the proposed model was done by the use of path analysis and AMOS software. The results of the correlation matrix revealed that the dimensions of attachment have positive correlation with each other and have negative correlation with the academic buoyancy. Both dimensions of attachment had negative correlation with positive perfectionism and positive correlation with negative perfectionism. In addition, anxiety and avoidance had negative correlation with all three dimensions of self-efficacy. The dimensions of perfectionism had negative correlation with each other whereas the dimensions of self-efficacy had positive correlation with each other. Finally, both dimensions of attachment with the mediation of negative perfectionism, controversial self-efficacy, and emotional self-efficacy predicted buoyancy negatively. The findings were discussed based on previous researches and some suggestions were brought up for further studies in this field.
