Fariba Farazi; Ali Asgari
Abstract
The purpose of this study was to present a causal model of academic avoidance in relation to meaning of education and academic self-efficacy: the mediating role of hope in education.The research method is descriptive-correlational. The population of the study was all students of the second level high ...
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The purpose of this study was to present a causal model of academic avoidance in relation to meaning of education and academic self-efficacy: the mediating role of hope in education.The research method is descriptive-correlational. The population of the study was all students of the second level high school of Khusuf city in the academic year of 2019-20 (equals to 674 students). 255 students were randomly selected as sample. Measures of educational meaning, academic self-efficacy, hope for education, and academic avoidance were used to measure research variables. Evaluation of the proposed model is done by structural equation modeling and Sobel test using SPSS and AMOS software. The results showed that the final model was well-fitted. The results showed that the meaning of education and academic self-efficacy through the hope of education decrease the students' avoidance. Hence, the meaning of education, academic self-efficacy, and hope for education play an important role in predicting academic avoidance. Also, the educational hope has an intermediate role in the relationship between the meaning of education and academic self-efficacy and avoidance of education.
Hojjat Mahdavi rad; valiollah farzad; Shirin Kooshki
Abstract
The purpose of the present study was to explanation the model of academic performance based on academic motivation, achievement goals and academic self-efficacy with the mediation of academic engagement of secondary school students in Tehran city. The research was practical and the method was correlational ...
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The purpose of the present study was to explanation the model of academic performance based on academic motivation, achievement goals and academic self-efficacy with the mediation of academic engagement of secondary school students in Tehran city. The research was practical and the method was correlational with structural equation modeling. The statistical population was all second-grade students, who were selected by multi-stage cluster sampling(470). The research instruments were the Miguel et al. Achievement goals Questionnaire, Wallarand et al. academic Motivation Questionnaire, Morris academic Self-Efficacy Questionnaire, and Pintrich et al. the Motivation Strategy Questionnaire for learning. The data were analyzed using correlational methods and structural equation modeling. The results showed that model of research variables had a favorable fit. In the assumed model, academic motivation with academic performance is mediated by academic engagement, has a complete effect and direct effect and indirect effect is non-significant. The goals of progress with academic performance with the mediation of academic engagement had a complete and direct effect and a non-significant indirect effect. The effect of academic self-efficacy with academic performance with the mediation of academic engagement had a complete effect and a significant direct effect, but the indirect effect is not significant. The effect of academic self-efficacy was significant with academic performance at the 5% level. The results showed that the variable of self-efficacy has a significant effect on academic performance and can explain 35% of the variance of academic performance.
Salim Haghighi; Gholam Hossein Maktabi; Manijeh Shehniyailagh; Alireza Hajiyakhchali
Abstract
The aim of this study was to evaluate the effectiveness of an intervention based on future time perspective theory on achievement motivation, academic self-efficacy and time perspective in high school male students in Ahwaz. This research was done in an experimental design with pre-test, post-test and ...
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The aim of this study was to evaluate the effectiveness of an intervention based on future time perspective theory on achievement motivation, academic self-efficacy and time perspective in high school male students in Ahwaz. This research was done in an experimental design with pre-test, post-test and follow-up with an active control group. The population consisted of all tenth grade male students that were educated in the theoretical branch in Ahwaz. Among them, 40 students who had problems in the dependent variables and had been introduced by school officials were chosen. Then, they were randomly grouped into experimental and control groups. This study used these questionnaires: Test of Motivation Achievement (TMA), self-efficacy subscale of Patterns of Adaptive Learning Scales (PALS) and Zimbardo Time Perspective Inventory (ZTPI). The results of MANCOVA and ANCOVA revealed Peetsma and Vanderveen time perspective based intervention increase achievement motivation, academic self-efficacy and future time perspective and decrease present fatalistic and present hedonistic time perspective. Furthermore, the results showed that the effects of intervention on achievement motivation, academic self-efficacy and future time perspective are stable in the passage of time.
Saeideh Sabzian; Ezzatollah Ghadampour; Fazlollah Mirderikvand
Volume 5, Issue 3 , March 2018, , Pages 43-66
Abstract
This study aimed to provide the causal model of academic cheating based on individual and contextual factors with the mediating role academic self-efficacy. Methods: This study was descriptive and correlational. Statistical population includes all upper secondary girl students in khorramabad citythat ...
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This study aimed to provide the causal model of academic cheating based on individual and contextual factors with the mediating role academic self-efficacy. Methods: This study was descriptive and correlational. Statistical population includes all upper secondary girl students in khorramabad citythat 9981 was of through the rules of thumb kline the sample size of 240 person determination and through stratified random sampling method were selected. To collect the required data from questionnaires academic engagement zerang (1391), academic ethics hosseini nezad & et al (1394), educational citizenship behaviours golparvar (1387), religious beliefs performance golzarei (1380), religious attitude golreiz & berahani (1383), perceptions of classroom quality Gentry, Gable and Rizza (2002), educational justice golparvar (1387), family emotional climate questionnaire of Hill Berne (1964), family adaptability shakeri (1382), family adaptability cohesion samani (1381), Morgan and Jinks academic self-efficacy (1999) and academic cheating aliverdini, janalizade & amrani (1394) was used. The correlation matrix, structural equation modeling and goodness of fit index with use of software lisrel 8.5 was used for data analysis. Results: The results of path analysis showed that individual factors on academic self-efficacy and academic cheating direct impact and with self-efficacy mediation indirect impact but contextual factors on academic self-efficacy and academic cheating has no direct effect but mediated by self-efficacy indirect effect it had. Also academic self-efficacy has no direct effect on academic cheating. Conclusion: The results of the direct effect individual factors on academic self-efficacy and academic cheating and the mediating role of self-efficacy in structural relationship between individual factors and contextual factors with students' academic cheating provides support.
saeid mazlomian; ahmad rastegar; mohammad hasan seif; reza ghorban jahromi
Volume 1, Issue 4 , April 2014, , Pages 42-54
Abstract
The present study aimed at investigating the mediating role of motivational beliefs (i.e., task value, academic self-efficacy, and achievement goals) and cognitive engagement in the relationship between previous and current academic achievement. To do so, 473 (305 female and 168 male) undergraduate ...
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The present study aimed at investigating the mediating role of motivational beliefs (i.e., task value, academic self-efficacy, and achievement goals) and cognitive engagement in the relationship between previous and current academic achievement. To do so, 473 (305 female and 168 male) undergraduate students from Fars Province Payame Noor University were chosen through multi-stage cluster sampling and completed a self-report questionnaire consisted of task value, academic self-efficacy, achievement goals, and learning strategies. The students' final academic GPA was used as indicator of current academic achievement and their GPA in the last semester was used as indicator of previous academic achievement. The results generally indicated that task value, academic self-efficacy, and achiev-ement goals have indirect effect on mathematics achievement through the mediatory role of superficial and deep learning strategies. Moreover, students’ previous academic achievement had both direct and indirect effect on mathematics achievement. In discussion and result sector , we will talk about findings in more detail.
somayeh davodi
Volume 1, Issue 4 , April 2014, , Pages 69-76
Abstract
The objective of this study was determining the relationship between academic self-efficacy and academic achievement emphasizing the mediator role of cognitive, motivational and behavioral engagement of students in Islamic Azad University - Bandar Abbas branch. For this purpose, Krejcie and Morgan ...
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The objective of this study was determining the relationship between academic self-efficacy and academic achievement emphasizing the mediator role of cognitive, motivational and behavioral engagement of students in Islamic Azad University - Bandar Abbas branch. For this purpose, Krejcie and Morgan (1970)’s formula used, and 230 students selected used simple random sampling. After analyzing the collected questionnaires, results indicated that research model has a good fitness and the direct effects of academic self-efficacy, cognitive, motivational and behavioral engagement on academic achievement were significant. Compared to other variables, cognitive engagement exerted the most significant effect on academic achievement. Academic self-efficacy had a direct effect on academic achievement and also exerted an indirect effect on academic achievement through cognitive, motivational and behavioral engagement. Results also indicated that path coefficients in girl`s model (academic self-efficacy, cognitive, motivational and behavioral engagement and academic achievement) are more significant than those of boy`s model but, there was no significant difference between all the other path coefficients.
somayeh davodi
Volume 1, Issue 1 , October 2013, , Pages 37-47
Abstract
The objective of this study was determining the relationship between academic self-efficacy and academic achievement emphasizing the mediator role of cognitive, motivational and behavioral engagement of students in Islamic Azad University - Bandar Abbas branch. For this purpose, Krejcie and Morgan (1970)’s ...
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The objective of this study was determining the relationship between academic self-efficacy and academic achievement emphasizing the mediator role of cognitive, motivational and behavioral engagement of students in Islamic Azad University - Bandar Abbas branch. For this purpose, Krejcie and Morgan (1970)’s formula used, and 230 students selected usind simple random sampling. After analyzing the collected questionnaires, results indicated that research model has a good fitness and the direct effects of academic self-efficacy, cognitive, motivational and behavioral engagement on academic achievement were significant.
Compared to other variables, cognitive engagement exerted the most significant effect on academic achievement.
Academic self-efficacy had a direct effect on academic achievement and also exerted an indirect effect on academic achievement through cognitive, motivational and behavioral engagement. Results also indicated that path coefficients in girl`s model (academic self-efficacy, cognitive, motivational and behavioral engagement and academic achievement) are more significant than those of boy`s model but, there was no significant difference between all the other path coefficients.
