Marzieh Rafei Fard; friborz nikdel; Ali taghvaei Nia
Abstract
This study aimed to investigate the relationship between family communication patterns and academic emotions with the mediating role of academic identity. To achieve this goal, 348 female high school students in Yasouj were selected by multi-stage cluster sampling method and They answered questionnaires ...
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This study aimed to investigate the relationship between family communication patterns and academic emotions with the mediating role of academic identity. To achieve this goal, 348 female high school students in Yasouj were selected by multi-stage cluster sampling method and They answered questionnaires of family communication patterns (Fitzpatrice & Ritchie, 1994), academic emotions (Pekrun et al, 2005), and the Academic Identity Questionnaire (Was & Isaacson, 2008). The results of path analysis showed that the direct effect of conversational orientation on academic emotions was significant, but the direct effect of conformity orientation on academic emotions was not significant. Except for the direct effect of conformity orientation on achievement identity style, all direct effects of conversational and conformity communication patterns on academic identity styles (moratorium, closure, diffusion, and achievement) were significant. Also, the direct effect of all identity styles on positive academic emotions and the direct effect of diffusion and moratorium academic identity styles on negative academic emotions was significant. The results also showed that family communication patterns through academic identity have an indirect and significant effect on academic emotions. Overall, the results indicated that academic identity played a mediating role in the relationship between family communication patterns and students' academic emotions.
