Ali Mostafaei; Hossein Zare
Abstract
The purpose of the present study was to predict learning approaches based on achievement emotions and academic self-efficacy beliefs of secondary school students in Mahabad city. The research method is descriptive correlational. The statistical population was all second-grade students who were selected ...
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The purpose of the present study was to predict learning approaches based on achievement emotions and academic self-efficacy beliefs of secondary school students in Mahabad city. The research method is descriptive correlational. The statistical population was all second-grade students who were selected by multi-stage cluster sampling (372). The research instruments were Pekrun, Goetz, Tits and Perry (2002), Jinks and Morgan Academic Self-Efficacy Inventory (1999), Tait and Entwistle Study (1998), Questionnaire for Positive and Negative Excitement. Data were analyzed using Pearson correlation coefficient and multivariate regression analysis. The results showed that Positive emotions including pleasure, hope and pride have a significant positive relationship with deep motivation and approach, and there is a significant negative relationship with superficial approach and motivation. The relationship between pride emotion and superficial motivation was not significant. Negative emotions (anger, anxiety, shame, hopelessness, and fatigue) have a significant negative relationship with the deep approach. The relationship of these variables with positive attitude and motivation is (0.01). The relationship between shame and deep motivation is not significant; also Anger has no significant relationship with the superficial approach. The relationship of all four sub-scales of academic self-efficacy beliefs with deep approach and motivation is positive (0.01) and with superficial approach and motivation is negative (0.01). achievement Emotions predict a 13.4% variance of learning approaches. Self-efficacy beliefs predict 33.1% of variance in learning approaches.
Sahar Baranian; AliReza Hajiyakhchali; Askar Atashafrouz
Volume 5, Issue 1 , September 2017, , Pages 23-34
Abstract
The aim of the present study is to examine the effect of the big five personality factors (extraversion, agreeableness, conscientiousness, neuroticism and openness to experience) on academic dishonesty with the mediating role of academic self-efficacy beliefs and academic self-esteem. The participants ...
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The aim of the present study is to examine the effect of the big five personality factors (extraversion, agreeableness, conscientiousness, neuroticism and openness to experience) on academic dishonesty with the mediating role of academic self-efficacy beliefs and academic self-esteem. The participants of this study are Including 400 students of the Shahid Chamran University of Ahvaz who were selected of them by a multi-stage random sampling method. The instruments were the big five personality Inventory of Goldberg, Patrik academic self-efficacy beliefs scale, Rosenberg academic self-esteem scale redeploying and Khamesan & Amiri academic dishonesty scale. The proposed model of the relationship between variables was tested using structural equations models. the results showed that some of the direct paths) neuroticism with self-efficacy beliefs and also conscientiousness, neuroticism and openness to experience with academic self-esteem) were significant. Also results showed that indirect paths of conscientiousness, neuroticism and openness to experience on academic dishonesty paths through academic self-efficacy beliefs and academic self-esteem was significant.
