Zohra Athari; Tahmasb Kavousi
Abstract
Extended AbstractAbstractThe aim of this study was to determine the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan. The research method is essentially descriptive-correlative. ...
Read More
Extended AbstractAbstractThe aim of this study was to determine the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan. The research method is essentially descriptive-correlative. The statistical population of the study consists of 1531 female students of the second grade of elementary school in Kashan. The sample size was obtained by cluster random sampling of 200 people. For data collection, Walland (1982) Academic Motivation Questionnaire, Waz & Isaacson (2008) Academic Identity Questionnaire and Keys and Magyarmo (2003) Emotional Well-Being Questionnaire were used, whose authenticity was confirmed by supervisors and academic experts, and their reliability was also confirmed by Cronbach's alpha coefficient test. To data analysis, the structural equation technique was used by means of Lisrel statistical software and Spss statistical software. Findings showed that academic identity is related to academic motivation and dimensions of students' emotional well-being. Academic motivation is related to students' emotional well-being. The results showed that academic motivation has a mediating role in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan.IntroductionMotivation is a the main variable effective on the educational process, learning efficiency and student performance. Research psychologists have concluded that a set of internal and external factors, variables or structures motivating the Students are involved in his learning and active participation in the learning process. From instinct, drive, need and enthusiasm to interest, curiosity, attribution style, ability, expectation, striving for parental progress and pressure, peer pressure; all in a complex interaction, can influence a student's motivation system and shape his or her teaching, learning, and developmental behavior (Shafiee, Karami, 2020). If there is an academic identity in a person, there is a sense of movement and success in various aspects of education (Tran & et al, 2017). With this feeling, the existing obstacles to success are removed one after another (Gazidari, Lavasani, Ejei, 2016). Academic identity is a reflection of the types of competencies, autonomy, purposefulness, efficiency beliefs, and experiences of common emotions that adolescents and young adults experience in the classroom with their peers and teachers, and the performance quality in the academic arena is its characteristics. (Samimi, Dahani, Shaban, 2017). Welfare has been proposed as one of the important indicators of quality of life. Emotional well-being is a broad category of phenomena including the emotional responses of individuals, the realm of satisfaction, and general evaluations of life. This structure is often considered to have a multidimensional structure including cognitive, social and emotional dimensions. Psychologists consider emotion regulation to be a basic skill for adolescents and believe its dependence on growth; meaning that a person should acquire this skill during development, however reasons such as lack of a rich environment and inappropriate learning patterns can make it difficult to manage their emotions. Based on this, and considering that students spend a lot of time in school, it can be said that emotion regulation is among the skills the school context can strengthen or weaken. (Nikkhah, Yousefi, 2021).Emotional well-being, life satisfaction, optimism and hope, self-confidence, dominance and sense of control, having a purpose in life, a sense of belonging and personal support are the most important aspects of it (Abbasi & Shehni Yailagh 2017). Motivation is the most important condition for learning. Interest in learning is a product of factors related to the student's personality and ability, task characteristics, incentives, and environmental factors (Wright & et al, 2019). Due to the importance of motivation in students 'academic and social life and the need for a comprehensive and complete study of this structure according to its various aspects and the importance of academic motivation and academic identity in students' emotional well-being, it is important to conduct such research to solve Students' learning difficulties and academic achievement. According to the contents of this article, an attempt is made to answer the question whether academic motivation has a mediating role in the relationship between academic identity and the dimensions of emotional well-being in female students in the second year of primary school in Kashan.Theoretical frameworkThe educational institution in each country has components and subdivisions and the education department is one of the most important subdivisions of the educational system. Planners and researchers have faced a variety of problems since training programs were formally implemented in training centers. Since the effective factors on learning are exhaustive, identifying of these factors is important in the education system to eliminate the existing problems and deficiencies (Oz, 2016). One of the goals and tasks of the education system is to create the conditions for the comprehensive development of the individual and to train healthy, efficient and responsible people to play a role in individual and social life. Since students, as one of the basic pillars of the country's educational system, have a special role and position in achieving the goals of the educational system, paying more attention to this segment of society in terms of education leads to fertility and prosperity of the educational system as much as possible. In educational structures, academic motivation is the criterion for measuring the achievement of educational goals (Poorkarimi, Mobayen Rahni, 2018).MethodologyThe present study is a methodological description of correlation. The statistical population of this study consisted of 1531 female students of the second elementary school in Kashan. Nine classrooms were selected with a total of 200 students. The method was cluster random sampling. For data collection, Walrand (1982) Academic Motivation Questionnaire, Waz and Isaacson (2008) Academic Identity Questionnaire and Keyes and Magyarmo (2003) Questionnaire were used. In order to analyze the data collected from the test of research hypotheses, first the Kolmogorov-Smirnov test was used to check the normality of data distribution and structural equations to examine the relationship between independent and mediating variables with dependent variables using statistic software LISREL8.Discussion and ResultsThe final structural equation model has been used to assess the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan. Since the root mean square of the model is approximately 0.031, the model has a good fit.Research Hypothesis: Academic motivation has a mediating role in the relationship between academic identity and dimensions of emotional well-being in female students in the second grade of elementary school in Kashan. In order to investigate the mediating effect of academic motivation in the hypothesis under discussion, the direct effect of the two structures with the indirect effect in the case of involving mediating variables should be examined so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the effect is equal to 0.41. Indirect effect in the presence of mediating variable of academic motivation is: 0.69 × 0.75 = 0.517. Due to the lower effect of direct path compared with that of indirect paths, the presence of mediating variable of academic motivation increases the effect, and the role of the mediator in the present hypothesis is confirmed.ConclusionThe aim of this study was to assess the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second grade of elementary school in Kashan. The results of this study showed that the mediating role of academic motivation in the relationship between academic identity and the dimensions of emotional well-being is 0.41. Due to the smaller effect of direct path compared with that of indirect paths, therefore, the existence of mediator variable of academic motivation increases the amount of influence, and the mediating role in the present hypothesis is confirmed. The result is that students who put studying at the top of their agenda are better able to succeed in life because they consider planning as a tool to achieve their goals. Such students consider themselves much stronger and more capable than others, and on the other hand, they are full of energy. The results of this hypothesis are in line with the findings of Samari et al. (2021). In their research, they concluded that achievement motivation plays a mediating role between the variables of basic psychological needs and academic achievement. These basic needs are derived from students' identities and their perceived emotional well-being. On the other hand, such people are able to accurately identify the annoying problems which effects them. In such situations, they appreciate the deserved people and consider their relationship style with the outside environment as friendly and warm. Overall, such people feel good about what they have done and are satisfied with the way they have done their job. These results are also in line with the findings of Mahna et al. (2020). In a study, they concluded that there is a positive and significant relationship between academic identity and goal orientation with metacognitive strategies of students' self-regulated learning. Finally, students feel that they have an effective role to play and that they are able to make decisions. They increase the amount of effort they put into studying because it is in such circumstances that they enjoy the progress of their lessons. On the other hand, because of the joy they get when they discover new things they have not seen before, they are constantly doing their homework. These results are also consistent with the findings of Nikkhah et al. (2021). They found in a study that emotional well-being can have a negative effect on academic failure and a positive and significant effect on students' academic performance and academic motivation.
Khadijah Hussein
Abstract
Extended AbstractAbstractThe aim of this study was to investigate the mediating role of mental health in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. The research method was descriptive-correlative. The statistical population of this study ...
Read More
Extended AbstractAbstractThe aim of this study was to investigate the mediating role of mental health in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. The research method was descriptive-correlative. The statistical population of this study included 958 Gachsaran pre-university students. The sample size was determined based on Cochran's formula of 274 people who were selected based on simple random sampling method. Data collection tools included Walland Academic Motivation Questionnaire (1992), Siberia Schering Emotional Intelligence Questionnaire (1996) and Goldberg Mental Health Questionnaire (1979). Data analysis by means of structural equation modeling method showed that the model has a good fit; As a result, mental health has a mediating role in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. Findings of this study emphasize the importance of strengthening emotional intelligence in order to strengthen mental health and achieve academic achievement of learners.IntroductionSuccess and academic achievement in any society indicates the success of the educational system in the field of goal setting and attention to meeting individual needs; Therefore, the educational system can be considered efficient and successful if the academic achievement of its students in different courses has the greatest and highest figures (Talebi Khansari, 2020). In general, motivation for academic achievement as a motivation for progress is an internal force that leads the learner to comprehensively evaluate his performance according to the highest standards, strive for success in performance and enjoy the pleasure that accompanies success in performance (Seif, 2019). Academic motivation is one of the requirements of learning and is a factor that helps the learner to maintain its continuity (Kordloo & Behrangi, 2020). One of the effective factors in academic achievement is emotional intelligence (Hossein Mardi & Hossein Mardi, 2015) and emotional intelligence can be considered as a significant predictor of academic achievement (Fernandez, et al., 2012; MacCann, et. al., 2020; Goh & Kim, 2021). According to Gelman (1995) Emotional intelligence includes a set of emotions, social knowledge and abilities that directs and strengthens the overall strength of the individual in a way that can respond appropriately to environmental factors and pressures (Mohammadi ahmad abadi & Fallahzadeh, 2021).Self-awareness means being aware of one's mental state and also thinking about it. Conscious people know their values and goals. A sense of self-motivation Extinguishes failures, and anxieties that may discourage one from going on; which means that the helplessness and avoidable failures that each goal brings can be used to progress. Self-control or self-management also indicates a person's ability of adaptability, takeing initiative, desire for success, work conscience, inner confidence, flexibility and a comprehensive attitude to everyone's opinion and harmony with feelings of them. Gelman believes that the social awareness of others will be important in moral decisions and judgments, and that lack of empathy is a fundamental deficiency in emotional intelligence. Considering that there is little research on the role of the relationship between variables present in students; the researcher decided to investigate the relationship between emotional intelligence and academic motivation with the mediating role of mental health of Gachsaran pre-university students. On the other hand, today, in spite of profound cultural changes and changes in lifestyles, many adolescents lack the necessary and basic abilities in dealing with life issues, and this harms them in the face of problems and issues of daily life and its requirements. Usually these students are treated unkindly, unloved and punished by others and have low mental health. Therefore, in this research, while examining the relationship between emotional intelligence and students' academic achievement motivation, an attempt is made to answer the question of whether mental health has a positive role in this relationship.Theoretical frameworkRelationship management, also called social skills, is the ability to listen to the emotions and feelings of others, the skill of listening to the feelings of others when people have emotions and feelings and need to be listened (Amiri, 2019). Numerous studies have shown a significant relationship between emotional intelligence and academic achievement (Mohammadi Molod & Zavvar, 2020). Loghmanpour Zarrini et al. (2020) in a study on students of Mazandaran Technical and Vocational University showed that strengthening emotional intelligence in students increases their motivation for academic achievement (LoghmanpourZarini, et al., 2020). Pekran et al. (2011) in a study examined the relationship between emotional intelligence and motivation for academic achievement in students, according to which, the students who had higher emotional intelligence, rarely had low grades and allowed absences, which indicates a high level of academic motivation among them (Pekrun, et al., 2011). The importance of emotional intelligence is such that it is considered one of the necessary skills to manage daily stress, which improves mental health (Rosenstein & Stark, 2015). Research on the relationship between mental health and academic motivation has shown that mental health is effective on motivation for academic achievement (Mirkamali, et al., 2015). A study by Azimpour et al. (2020) on 167 first-year university students showed that academic performance was positively related to psychological well-being and negatively related to depression and social anxiety (Azimpour, et al., 2020). Pali & Azani study (2020) on elementary school students showed that there is a relationship between happiness and academic motivation (Pali & Ezani, 2020).MethodologyThis research is descriptive, because it has described the conditions and variables under consideration. Also it is correlative, because the present study has investigated and determined the relationship between the variables of mental health, emotional intelligence and academic motivation. The statistical population of this study included 958 Gachsaran pre-university students. The sample size was determined based on Cochran's formula of 274 people who were selected based on simple random sampling method. Data collection tool was three standard questionnaires. In this study, Walland Academic Motivation Questionnaire, Siberia Schering Emotional Intelligence Questionnaire (1996) and Goldberg Mental Health Questionnaire were used to collect information. In order to analyze the collected data, the structural equation modeling method was used by LISREL statistical software.Discussion and ResultsThe final structural equation model has been used to assess the mediating role of mental health in the relationship between emotional intelligence and Gachsaran pre-university academic motivation. Since the root mean index of the mean squared is approximately 0.039, the model has a good fit. In order to investigate the mediating effect of mental health in the hypothesis under discussion, the direct effect of the two structures with the indirect effect in the case of involving the mediating variable should be considered so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the effect is equal to 0.49. The indirect effect in the presence of a mediating variable is 0.567. Due to the fact that the effect of direct path is less than the effect of indirect path, the existence of mediator variable increases the effect, and the role of mediator in the present hypothesis is confirmed.ConclusionThe aim of this study was to investigate the mediating role of mental health in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. Findings of this study showed that the direct effect of emotional intelligence on academic motivation is 0.49 and significant. This finding was consistent with the study of Loghmanpour Zarini.et al. (2020) and Pekrun et al. (2011) which showed that there is a correlation between emotional intelligence and motivation for academic achievement. This finding was also in line with the study of Mohammadi Molod and Zavvar (2020) that there is a relationship between emotional intelligence and academic achievement. In explaining this finding, it can be noted that emotional intelligence can be a good ground for creating a favorable environment for effective learning and communication, through which people can freely express their needs and expectations for support from others. Basically, emotional intelligence is manifested in communication. Emotional abilities play an important role in identifying appropriate emotional responses when confronted with everyday academic events, and create a positive attitude about academic events and issues. Findings of this study also showed that the effect of mental health on academic motivation is -0.86 and significant. It also showed that the effect of emotional intelligence on mental health is -0.66. This finding was in line with the study of Sungur and Kahraman (2011), Gross (2015), Gross and Jazaieri (2014) and Hides et al. (2019) who emphasized the role of emotion and its regulation in the development of mental disorders. In explaining this finding, it is worth mentioning that people who perform well in regulating their emotions have more social support and a sense of satisfaction, and this support can play an important protective role against depression, anxiety and other psychological problems. Students with higher emotional intelligence have a more positive outlook on life, are more optimistic than others, are more satisfied, and score lower on the symptoms of mental disorders. In a general conclusion, the present study showed that the indirect effect of emotional intelligence on academic motivation in the presence of the mediating variable of mental health is 0.576 and due to the lower effect of the direct path than the indirect path, the mediating variable increases the effect, and the mediating role in the present hypothesis is confirmed. As a result, mental health has a mediating role in the relationship between emotional intelligence and academic motivation of Gachsaran pre-university students. The results of the present study emphasize the importance of creating and increasing students' academic motivation and the educational system can use the existing potentials and flourish the dimensions of emotional intelligence and mental health of students to help them improve their academic status and academic performance.
Hamid Aboutalebi
Abstract
The aim of this study was to determine the role of academic motivation and academic seriousness in predicting academic achievement of female primary school students in District 7 of Karaj. This was a descriptive-correlational study. The statistical population included all female primary school students ...
Read More
The aim of this study was to determine the role of academic motivation and academic seriousness in predicting academic achievement of female primary school students in District 7 of Karaj. This was a descriptive-correlational study. The statistical population included all female primary school students in the District 7 city of Karaj in the academic year 2018-2019, numbering 8,500 students. By means of Krejcie and Morgan table, 367 people were selected as the sample size. Sampling was done by cluster random sampling. Data collection tools were academic seriousness and academic motivation questionnaires and academic achievement checklist. Data analysis by means of Pearson correlation coefficient and stepwise regression showed that academic motivation and academic seriousness are effective on the students' academic achievement (P <0.05). Also, behavioral, emotional and cognitive academic motivation variables have an effect on the dependent variable of academic achievement (P <0.05). It is recommended to provide effective solutions to increase educational motivation and seriousness to educational counselors.
samira pali; leyla ezani
Abstract
The aim of this study was to determine the mediating role of jubilation and academic motivation in the relationship between learning self-direction and social acceptance in female elementary school students in Tonekabon. The research method was descriptive-correlation. The population of this study was ...
Read More
The aim of this study was to determine the mediating role of jubilation and academic motivation in the relationship between learning self-direction and social acceptance in female elementary school students in Tonekabon. The research method was descriptive-correlation. The population of this study was female students of the second grade of elementary school in Tonekabon. 204 students were selected by means of cluster random sampling method. Data collection tools were Walland et al.'s Academic Motivation Questionnaire(1992), Crown and Marlowe Social Acceptance Questionnaire(1960), Fisher et al.'s Learning Self-Guidance Questionnaire(2001), and Oxford Jubilation Questionnaire. Data analysis using structural equation modeling showed that in the research model, the direct effect of the predictor and criterion variables was 0.38, the indirect effect was 0.600 provided that there is a jubilation mediating variable, and the indirect effect was 0.510 provided that there is an academic motivation mediating variable. Thus, due to the lower effect of direct path compared with indirect paths, the existence of mediating variables of jubilation and academic motivation increases the effect, and the mediating role in the research hypothesis was confirmed.
Atiyeh Kordloo; Mohammad Reza Behrangi
Abstract
The main purpose of the present study was to investigate the "scale" of the effect of intellectual scaffolding on educational management in the application of new educational technologies on academic motivation and academic achievement in the science course for fifth grade elementary school girls. The ...
Read More
The main purpose of the present study was to investigate the "scale" of the effect of intellectual scaffolding on educational management in the application of new educational technologies on academic motivation and academic achievement in the science course for fifth grade elementary school girls. The study method was quasi-experimental. The statistical population included fifth grade elementary school girls in Districts 1 and 2 of Tehran. The sample size was 297 students based on the Morgan Curriculum Table, of which 148 in the experimental group and 149 in the control group. The measuring instrument was Harter's Educational Motivation Questionnaire (1981). After pre-test, model of management education based on the scaffold rational management of training in the use of new technologies training in science for experimental and traditional teaching methods applied to the control group, and at the end of the test both control and experimental groups were controled. The results of t-test showed that the intellectual scaffolding of educational management in the application of new educational technologies is effective on motivation and academic achievement in the science course of fifth grade elementary school girls (p <0.01). The results of this study showed that this teaching model is applicable to increase motivation and academic achievement in science.