Motivation and Learning
shokoufeh mousavi; Ali khodaei; Omid Shokri
Abstract
The results of various studies have supported the critical role of the motivation construct in providing students with successful experiences in all areas of academic achievement. Therefore, this research conducted to study the factor structure and psychometric properties of the Persian version of the ...
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The results of various studies have supported the critical role of the motivation construct in providing students with successful experiences in all areas of academic achievement. Therefore, this research conducted to study the factor structure and psychometric properties of the Persian version of the Mathematics Motivation Questionnaire in adolescents. In this descriptive survey research, 350 adolescents selected from the statistical population of first-secondary girls in the fourth educational district of Tehran using the available sampling method and responded to the Mathematics Motivation Questionnaire (Fiorilla et al., 2021), the revised version of the Stress Measure Scale (Royley, Roysch, Jarica, & Wagen, 2005) and Psychological Capital Questionnaire - Adolescent Version (Luthans, Auliou, Avi, & Norman, 2007). The results of the confirmatory factor analysis showed that the MMQ had good factorial validity with a five-factor structure consisting of intrinsic value, self-regulation, self-efficacy, utility value and test anxiety. In addition, the results related to the correlation between the dimensions of students’ Mathematics Motivation with their cognitive appraisals of failure experiences in the context of responding to the demands of mathematics lessons, and the the psychological capital of learners in situations of academic achievement, supported the validity of the MMQ. In sum, these results, while emphasizing the theoretical soundness of the conceptual underlying of the Mathematics Motivation Questionnaire, on the one hand, by repeating the factor structure of this assessment tool, it supported the context-independent function of motivational constructs and on the other hand, the necessity of understanding the context of motivational constructs based on the specific demands of different subjects.
Cognitive psychology and school learning
shokoufeh mousavi; MahmoudReza Shahsavari; najmeh haghi
Abstract
The present study aimed to investigate the intricate relationship between sensation-seeking, metacognitive beliefs, with high-risk behaviors in students, with the mediating role of coping strategies. Utilizing a descriptive-correlational approach, the study encompassed the entirety of high school students ...
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The present study aimed to investigate the intricate relationship between sensation-seeking, metacognitive beliefs, with high-risk behaviors in students, with the mediating role of coping strategies. Utilizing a descriptive-correlational approach, the study encompassed the entirety of high school students in Khansar, Iran, for the year 2021. The sample size included 254 students. The research instruments included the Coping Inventory for Stressful Situations (CISS), the Zuckerman Sensation-seeking Scale-V, the Metacognitions Stretegies Questionnaire, and the Risky Behaviors Questionnaire. Data analysis involved the use of Pearson correlation coefficients, simultaneous regression, and structural equation modeling (SEM). The findings revealed a significant correlation between sensation-seeking and metacognitive beliefs and, both variables had a positive and significant relationship with high-risk behaviors. Furthermore, a notable relationship was discerned between metacognitive beliefs and coping strategies. Both metacognitive beliefs and coping strategies had a relationship with high-risk behaviors in the students
