maasoomeh ranjbakhsh; Malek Mirhashemi; Khadije Abol-maali
Abstract
This study sought to investigate the structural relationships between impulsivity and academic performance based on the mediating role of academic motivation. The method of the present study was descriptive-correlational. The statistical population of this study was all female students aged 16 to 18 ...
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This study sought to investigate the structural relationships between impulsivity and academic performance based on the mediating role of academic motivation. The method of the present study was descriptive-correlational. The statistical population of this study was all female students aged 16 to 18 years in Tehran in 1399. Using multistage cluster sampling method, 350 people were selected and answered the questionnaires of Pham and Taylor (1999), Walred et al.'s (1995) academic motivation and Bart (1995) impulsivity questionnaires. The data obtained from the questionnaires were analyzed in two sections: descriptive statistics such as mean and standard deviation, and inferential statistics such as Pearson correlation coefficient and structural equations were analyzed using SPSS and AMOS softwares. Findings showed that academic motivation mediates the relationship between impulsivity and students' academic performance significantly (p <0.01). Based on the findings, it can be concluded that improving academic motivation can be a solution for reducing impulsivity and therefore improving the students' academic performance.
