A Structural Model for Predicting Achievement Motivation Based on Family Communication Patterns in Students with Academic Anxiety with the Mediating Variable of Academic Self-Handicapping in Female Students of the Second Grade of Elementary School

Document Type : Research

Authors

1 M.Sc. Student in Psychology, Department of Psychology, Science and Arts University, Yazd, Iran.

2 Associate Professor, Department of Psychology, Science and Arts University, Yazd, Iran.

Abstract

This research aims to develop a structural model to predict achievement motivation based on family communication patterns in students with academic anxiety with mediating variable of academic self handicapping. This research is applied in terms of purpose and descriptive survey. The statistical population was the female students of the second grade of primary school, who were first measured using the Godzilla 1991 Academic Sports Questionnaire, and 140 were selected as a sample according to Cochran's formula. The tools of this research were Hermans' Progress Questionnaire (1970) and Family Communication Patterns by Fitzpatrick (2002) and Self-Helplessness Questionnaire by Jones and Rodolt (1982). For statistical calculations, SPS software was used for descriptive statistics and SmartPLS for inferential statistics. The findings of the research showed that the family communication pattern of anxious students is significant in motivating their academic progress. Conformity orientation had an indirect effect and dialogue orientation has an indirect effect on academic motivation. Communication patterns also have an effect on academic disability itself. It can be concluded that the communication pattern of anxious students (conformity orientation, dialogue orientation) motivates the academic progress of female students with regard to the mediating role of academic disability.

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