Research in School and Virtual Learning

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Presenting a Causal Model of The Effect of Motivational Orientations and Aca-demic Stressors on Research Self-Efficacy: The Mediating Role of Research Spirit

Document Type : Research

Authors

1 Assistant Professor, Psychology Department, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran

2 Assistant Professor, Department of Educational Science, Imam Reza International University, Mashhad, Iran

Abstract

The aim of this study was to investigate the mediatory role of the research spirit in relationship between motivational orientations and academic stress, with research self-efficacy to illustrate the relationship between research variables in the causal model. The research population included all Graduate students of Kharazmi University in the academic year 2019-2020, that according to Loehlin & Beaujean, (2016), for sampling a statistical sample group with a sufficient number for the model, 15 persons were considered for each variable, of which 280 people were selected using random multi-stage cluster sampling method. The instruments for data gathering were: research self-efficacy questionnaire of salehi (2010), motivational orientations Questionnaire of salehi (2011), research spirit Questionnaire of shirzad & et al (2016) and the academic stress Questionnaire of kamkari & et al. (2010). The data were analysis by method structural equation modeling using softwares of 22-SPSS and 24-AMOS. The results showed that the proposed model has a good fit with the data of this study (RMSEA = 0.044, GFI = 0.99, AGFI = 0.96, CFI = 0.997). The directions of internal research motivation and external research motivation had a positive effect on research spirit and research self-efficacy. Research apathy had a direct and negative effect on research spirit; but it did not have a direct effect on research self-efficacy. Academic stressors had no direct effect on research morale and self-efficacy. Also, the direct effect of research spirit on research self-efficacy was positive and significant. Indirect results of the paths showed that the orientation, intrinsic motivation and research motivation have an indirect effect on research self-efficacy mediated by research spirit; however, external research motivation and academic pressures mediated by research spirit did not have an indirect effect on research self-efficacy. 46% of the dispersion of research spirit scores and 16% of the dispersion of research self-efficacy scores were explained by research motivation orientations and academic pressures. The findings were consistent with the results of previous similar studies and are an important step in explaining the factors affecting research self-efficacy and also as a suitable model for designing comprehensive programs affecting research.

Keywords

References
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Research in School and Virtual Learning
Volume 9, Issue 1 - Serial Number 33
September 2021
Pages 89-102
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