masoomeh ranjbakhsh; Malek Mirhashemi; Khadijeh Abolmaali
Abstract
The aim of this study was modeling the productivity academic performance based on impulsivity, delayed reward discounting, and social-emotional skills mediated by academic motivation. In a descriptive study of correlation with the present structural equation model, among the statistical population ...
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The aim of this study was modeling the productivity academic performance based on impulsivity, delayed reward discounting, and social-emotional skills mediated by academic motivation. In a descriptive study of correlation with the present structural equation model, among the statistical population including all adolescent girls aged 16 to 18 years in Tehran in the academic year 2019-2020, a statistical sample of 350 people were selected by multi-stage cluster sampling method and by academic performance, academic motivation and emotional-social competency questionnaires were assessed. The descriptive statistics (Mean, standard deviation, skewness and elongation, etc.) and inferential statistics (Pearson correlation coefficient and structural equations) were used to analyze the data by using SPSS and AMOS statistical software. The results of data analysis showed that there is a direct relationship between social emotional skills and academic performance (p<0.01) and academic motivation mediates this relationship significantly (p<0.01). The results of the present study can be used as a framework for designing educational programs to enhance students' academic performance.
