Sima lotfi; haideh ashouri
Abstract
Abstract
The main purpose of the current research was to determine the relationship between academic optimism and academic engagement with the mediating role of goal orientation and academic identity of students in secondary girls' schools in Abbas Abad city. This research was applicable in terms of ...
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Abstract
The main purpose of the current research was to determine the relationship between academic optimism and academic engagement with the mediating role of goal orientation and academic identity of students in secondary girls' schools in Abbas Abad city. This research was applicable in terms of purpose, and correlative based on structural equation in terms of method. The statistical population of girls' secondary schools in Abbas Abad city in the academic year of 2021-2022 was 2023 people, among which. 201 people were selected as a statistical sample by cluster random sampling method. Data collection tools included Elliot and McGregor's (2001) goal orientation questionnaires, Eschenmenuran (2013) academic optimism, Zarang (2013) academic engagement, and Vaz and Isaacson's (2008) academic identity. The general structure of the research questionnaires has been subject to construct validity by the confirmatory factor analysis, and the validity of the questionnaires has been well evaluated and confirmed. Data analysis was done by structural equations or by Lizerel software. The results showed that academic optimism has a positive and significant relationship with goal orientation, academic identity and academic engagement of students. Goal orientation and academic identity have a relationship with students' academic engagement. Research findings indicate that goal orientation and academic identity have played a mediating role in the relationship between academic optimism and students' academic engagement.
Extended abstract
Introduction
The type of goal setting of students is effective in their academic status. A goal is something that a person strives to achieve, and it is not considered a goal until energy and effort are spent to achieve it (Tuominen et al, 2020). Teachers and counselors must observe the students' behavior and make inferences about their motivation to know what motivates them students. One type of inference that can be made about the students' perception is the goals they adopt for studying and then adjust and adapt the amount of efforts to achieve those goals (Balali, 2017). Academic optimism as a latent construct consists of three completely correlated concepts: knowledge self-efficacy, emphasis on student learning, and students' and parents' trust in school. Students can learn and have a positive academic performance. The characteristic of academic optimism can be investigated at the individual level (Kulophas et al, 2015).
One of the important motivating factors in academic success is academic engagement. Academic engagement provides a clear picture of students' academic progress and failure and is considered as the primary model for academic progress and failure. Considering the importance of academic engagement, researchers and educators are eager to gain a deeper understanding of the factors affecting academic engagement. Students' academic engagement is influenced by different intrapersonal and extrapersonal factors (Ramezani, 2016). Findlow (2012) considers academic identity to be the most important factor in academic performance and motivation to progress. Academic identity can be considered as a effective personal factor in predicting academic procrastination (Samimi et al, 2017). Academic identity is the process of each person's conscious response to their academic situation; whether they should study or not. In this research, an attempt is made to answer the question of whether there is a relationship between academic optimism and academic engagement with the mediating role of goal orientation and academic identity of female students.
Theoretical Framework
Student engagement in academic affairs is an important and vital factor for progress and success. In fact, the desire to progress and improve students' learning increases interest in academic engagement. Academic engagement provides a clear picture of students' academic progress and failure and is considered as the primary model for academic progress and failure (Zhen et al, 2020).The identity variable is one of the personality dimensions that plays an important role in academic performance. According to Ericson (1958), school provides an opportunity to help a person in life choices and the formation of a stable identity and provides a framework for making decisions and solving problems and dealing with everyday problems (Murphy & Wibberley, 2017).Academic optimism is the teacher's positive belief that it is possible to make a difference in students' performance, by emphasizing education and learning, by trusting parents and students for their cooperation in the education process. and believing in one's capacity and ability to overcome problems and react to failure with flexibility and perseverance (Ahmadi Baneh Sardar, 2017).Goal orientation shows a different behavioral framework that affects cognition, emotion and behavior. This theory assumes that learners engage in educational activities to fulfill different goals. These goals may be improving and promoting competence, proving competence and avoiding proving incompetence (Balali, 2017).
Skaalvik,(2020) conducted a research titled "Teachers' perception of goal orientation with students' enthusiasm for school: the moderating role of academic performance" among secondary school students in Tajikistan public schools. The results of the research showed that teachers' perception of goal orientation and academic performance has a significant relationship with students' enthusiasm for school.
Mishoe )2020) conducted a research titled "Relationship between academic optimism and academic success" among primary female students in public schools in the Caribbean. The research results showed that academic optimism has a positive and significant relationship with students' academic success.
Methodology
The research method is descriptive-correlative in nature, and practical in terms of purpose. The statistical population of the research was made up of 2023 students of the first and second secondary girls' schools of Abbas Abad city in the academic year of 2021-2022. Due to the large size of the statistical population, one school was randomly selected from each educational level and one class from each grade was selected from each school, with a total of 201 students. Therefore, the random cluster sampling method was used.In order to collect data related to the variable of academic identity from Vaz and Isaacson (2008) questionnaire, the variable of goal orientation from the questionnaire of Elliott and McGregor (2001), the variable of academic optimism from the questionnaire of Eschenmenoran (2013), and the variable of academic engagement from the questionnaire of Zarang (2012) was used.
Discussion and Results
SPSS and LISREL software were used to investigate the research hypothesis and data analysis, and based on the findings, it was determined that there is a positive and significant relationship between academic optimism and students' goal orientation. Based on the findings, it was found that there is a positive and significant relationship between academic optimism and students' academic identity. Based on the findings, it was found that there is a positive and significant relationship between goal orientation and students' academic engagement. Based on the findings, it was found that there is a positive and significant relationship between academic identity and students' academic involvement. Based on the findings, it was found that there is a positive and significant relationship between academic optimism and students' academic engagement. Based on the findings, it was found that goal orientation and academic identity play a mediating role in the relationship between academic optimism and academic engagement.
Conclusion
The present study was conducted with the aim of the relationship between academic optimism and academic engagement with the mediating role of goal orientation and academic identity of students in girls' secondary schools in Abbas Abad city. The results of this research are consistent with the findings of Behzadi Yamin (2018), Gargari & Gholaami (2016), Robayo-Tamayo etal (2020), and Skaalvik (2020). In the explanation of this finding, it can be said that when students are busy solving their class problems with their classmates, they are confident about their learning and that of their other friends, so that if a question is presented without learning, they can make it comprehensible for both themselves and other students as soon as possible. (Tran et al, 2017). In such a situation, when the students know themselves in their academic tasks with sufficient and autonomy, they understand themselves better and engage themselves with the goals and assignments and as a result, they succeed in education. In addition, in this case, they will have the necessary satisfaction about their learning. In fact, when students consider themselves efficient and put their homework under their control, their internal motivation for academic homework increases (Rahimi & Farhadi, 2017).It is suggested to teachers to, for the success of students, consider the rewards that students like. Not to wait until the academic drop happens and then praise the success, also try to prioritize the students' experiences to be interesting for them, increase their initial sense of success and self-confidence. On the other hand, they should periodically test their students and analyze their academic progress and finally take effective measures to solve their problems and their motivational and academic learning obstacles.
forouzan sharifi; haideh ashouri
Abstract
The purpose of this research is to investigate the level of identity and academic well-being and their role in reducing academic procrastination of students. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made ...
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The purpose of this research is to investigate the level of identity and academic well-being and their role in reducing academic procrastination of students. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the research was made up of 6225 secondary school students of Ramsar city. The sample size of the research was 188 people, which was obtained by random cluster sampling. In order to collect data, the standard questionnaires of academic identity by Vaz and Isaacson (2008), academic well-being by Pieternin et al. (2014) and academic procrastination by Sulmon and Rothblum (1989) were used. Their validity was confirmed by academic experts and their reliability was also confirmed through Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used, accompanied by Lisrel statistical software and Spss statistical software. The research findings showed that there is a positive and significant relationship between academic identity and academic well-being. There is a negative and significant relationship between academic identity and academic procrastination. There is a negative and significant relationship between academic well-being and academic procrastination. The results of the research indicate that academic well-being plays a mediating role in the relationship between academic identity and academic procrastination of students. On the other hand, the component of successful identity has had the greatest impact on academic well-being and academic procrastination of students.Extended AbstractIntroductionResearchers pointed that when people consider their duties unpleasant, attempt procrastination. Since academic procrastination includes postponing a lesson until the night before test, which ultimately leads to the academic failure, it is probable to be in relation with the other inabilities in learning in students (Moradi et al, 2016). Academic well-being is one of important and effective variables in academic performance. It is derived from the theoretical basis of positive-view psychology, and those who behave depressively and have negative emotions such as anger, distress, and grief more than others are subject to the academic failure and leaving the school(jahani et al, 2018).Findlow (2012) considers the academic identity as the most important factor in academic performance and motivation to advance. Academic identity can be considered as an effective individual factor in occurrence of academic procrastination (Samimi et al, 2017). Academic identity is the process of everybody's sensible respond to his/her academic situation; whether he/she should study or not? Which way he/she should take, and thus search for his/her academic identity. If such an identity in a person, there will be some sense for movement and success in different aspects of education (Tran et al, 2017).According to the mentioned materials, the main discussion of this research is that if there is any relationship between the academic identity and academic procrastination of the students along with emphasize on the moderating role of academic well-being of the high school students in Ramsar city.Theoretical FrameworkAcademic procrastination is one of the behavioral problems that has a very high prevalence and is one of the variables related to the academic status of students. Procrastination is described as a lack of self-regulation and the tendency to delay what is necessary to achieve a goal. One of the manifestations of procrastination is the emergence of the characteristic or attribute of procrastination in school environments, which is called academic procrastination (Ghadampour et al. et al., 2020).Academic identity is a reflection of the types of competences, autonomy, purposefulness, efficacy beliefs, and the experience of common emotions that teenagers have in classrooms with their peers and teachers, and its characteristic is how to act in academic fields (Frick & Brodin, 2020).The academic well-being of students depends on their overall satisfaction with the level of fulfillment of their expectations (Davoodi Beilandi, 2017). Degarmo & Martinez (2006) consider academic well-being to have components such as the ability to do school assignments, satisfaction with education, and academic enthusiasm (Hietajärvi et al, 2019).(Rashvandi & Ashouri, 2022) investigated the relationship between information literacy and teaching quality of teachers with academic well-being with the moderating role of students' study strategies. The research findings showed that there is a positive and significant relationship between teachers' information literacy and students' academic well-being. There is a positive and significant relationship between the quality of teachers' teaching and students' academic well-being. There is a positive and significant relationship between teachers' information literacy and students' academic well-being with the moderating role of study strategies.Shalian (2021) in a research investigated the relationship between teachers' communication skills and students' academic well-being, emphasizing the mediating role of academic adjustment in first secondary girls' schools of Kashmer city. The results of the research indicated that there is a positive and significant relationship between teachers' communication skills and students' academic adjustment and academic well-being. There is a positive and significant relationship between students' academic adjustment and their academic well-being.MethodologyThe research method is descriptive-correlative in nature and applicable in terms of purpose. The statistical population of this research included secondary school students of Ramsar city in the academic year of 2001-2014, with the number of 6225 people. In order to determine the size of the statistical sample, due to the large size of the statistical population, two schools were randomly selected and one class was selected from each school, which includes seventh to twelfth grade classes. A total of 12 classrooms were selected with a total of 188 students. To collect data related to the academic identity variable the questionnaire of Vaz & Izakson, (2009) with 40 questions; for academic well-being variable the questionnaire of Piternin et al, (2014) with 11 questions; and for academic procrastination variable the questionnaire of Solmon & Rasblom, (1989) with 15 questions were used; based on a 5-point Likert scale (completely agree to completely disagree). Discussion and ResultsSPSS and LISREL software were used to investigate the research hypothesis and analyze the data, and the results showed that there is a positive and significant relationship between academic identity and academic well-being, and there is a negative and significant relationship between academic well-being and academic procrastination, and There is a negative and significant relationship between academic identity and academic procrastination, and academic well-being plays a mediating role in the relationship between academic identity and academic procrastination.ConclusionThe current research was conducted with the aim of investigating the level of identity and academic well-being and their role in reducing academic procrastination of students. There is a positive and significant relationship between academic identity and academic well-being. Students are trying to get the best grades for studying and their planned goals. They are not worried about their lessons because they study it at home after every class teaching and they are trying to do their best in the classroom (Dugas et al, 2020). There is a negative and significant relationship between academic well-being and academic procrastination. In the explanation of this finding, it can be said that students who only dream about getting their grades procrastinate and refuse to do their homework. There is a negative and significant relationship between academic identity and academic procrastination. We can point to two factors, one is the difference in the tools used and the other is the role of the goals of the country's education system and public culture in the field of paying attention to emotions and feelings (Flecknoe et al, 2017). Academic well-being plays a mediating role in the relationship between academic identity and academic procrastination. Students who do not have a correct and stable academic identity do not have the necessary concentration when doing school assignments, and are always nervous and hot-tempered. They will quickly become nervous and upset when dealing with problems and lose the power of thinking. These findings are consistent with the results of Was et al, (2018), Ozer & Akgun, (2018), Komarraju & Dial, (2019), Rashvandi & Ashouri, (2022), (Rahimi & Farhadi, 2017), and (Luzón, 2018).According to the present research, it is suggested that the trainings appropriate to the conditions of the development of processes or new services for students should be taken into consideration, it also suggested the use of advanced and modern structures such as team structures in different parts of the school for the participation of teachers and administrators together to help each other during the time when people have problems in doing their organizational work. At the same time, the trustees of education, especially teachers and school counselors, should try to create a happy and positive environment in the school so that students experience more intimacy and by holding educational workshops based on positive psychology, they can institutionalize the concepts of academic well-being.
adeleh rashvandi; haideh ashouri
Abstract
Extended AbstractAbstractThe aim of the present study is to assess the relationship between information literacy and teachers' teaching quality with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls. The research method was descriptive-correlative ...
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Extended AbstractAbstractThe aim of the present study is to assess the relationship between information literacy and teachers' teaching quality with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls. The research method was descriptive-correlative in nature, and applied in terms of purpose. The statistical population of the study consisted of 2571 female high school students in Tonekabon and 322 female teachers in Tonekabon high school. The sample size of the study was 193 for students by cluster random sampling, and 175 for teachers by simple random sampling. To collect data, standard questionnaires of teaching quality of Kriakdz et al. (2000), educational welfare of Peternin et al. (2014), Yazdani information literacy (2012), and study strategies of Harakovich et al. (2000) were used. In order to analyze the data, the structural equation technique was used with Lisrel statistical software and Spss statistical software. Findings showed that there is a positive and significant relationship between teachers 'information literacy and students' academic well-being. There is a positive and significant relationship between the quality of teachers 'teaching and students' academic well-being. There is a positive and significant relationship between teachers 'information literacy and students' academic well-being with the moderating role of study strategies. There is a positive and significant relationship between the quality of teachers 'teaching and students' academic well-being with the moderating role of study strategies. The results indicate that study strategies have a moderating role in the relationship between information literacy and the quality of teachers' teaching with students' academic well-being.IntroductionFor about a century, psychologists have been extensively trying to identify the factors that predict academic achievement. Awareness of students' psychological aspects can act as a powerful teaching aid. For example, understanding how students behave in specific situations can increase the effectiveness of educational tools as well as teacher's teaching methods and the education system and ultimately students' progress (hamedinasab and asgari, 2020). Academic well-being is one of the most important and influential variables on academic performance. Academic well-being is based on the theoretical foundations of positive psychology, and people with depressed moods and negative emotions such as anger, anxiety, and sadness are more likely to drop out of school (Jahani et al., 2018). One of the reasons for academic failure can be related to students' poor reading and learning skills. In recent years, information processing has been paid much attention as one of the theories of learning. According to this theory, there are strategies that can be used to facilitate learning. Learning strategies include any thoughts, behaviors, ideas or feelings that facilitate the acquisition, understanding, subsequent transfer of new knowledge and skills. Studies have shown that there is a positive relationship between learning strategies used by students and their academic success (Hghani & Khadivzadeh, 2019).According to the above, the main issue of the research is whether there is a relationship between information literacy and the quality of teachers' teaching with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls.Theoretical frameworkAcademic well-being is the attitude of students towards education. With the advent of the intellectual movement of positive psychology and the introduction of structures with positive semantic form in various fields of psychology, academic well-being is a positive and satisfying state of mind that involves energy or passion, a sense of commitment, and fascination or attachment. (Ghadampour et al, 2020).The use of learning strategies is one of the most important aspects of students' learning and academic achievement. Learning such strategies requires students to select goals and criteria and guide resources and processes to achieve those goals. Surface cognition strategies in the form of mental review and repetition of stored information help to encrypt new information for short-term memory; while deep learning strategies are related to expanding, organizing and critical thinking (Lazarides & Etal, 2021).The teacher is the actor of the educational scene. In this scene, a teacher is more successful who has more knowledge and can present what he knows to his audience with an eloquent and effective expression (salehizadeh & Etal, 2020). The quality of teaching is one of the important factors in learning process. The quality of teaching means better understanding of concepts and the ability of students to analyze the relationships between what they have learned (Gaertner, 2014).New training centers are expanding based on resource-based education and lifelong learning. Students and other users need high level training. The term information literacy has become widely used and popular following the increase of information, especially electronic resources and information and informational needs of users (Esmaeili, A., Rahimi, S., Moradi, M. 2019).(Johnson et al, 2019) conducted a study entitled "The relationship between study strategies and virtual learning." The statistical population included humanities students in Singapore. The research method was descriptive-survey and the method was cluster random sampling. The results showed that there is a positive and significant relationship between study strategies and virtual learning.Luzon (2018) conducted a study entitled "The effect of academic self-efficacy and academic identity on academic well-being." The statistical population included students of French public universities. The research method was descriptive-correlative, and the method of random sampling was simple. The results showed that academic self-efficacy and academic identity have a positive and significant effect on academic well-being.MethodologyThe research method is descriptive-correlative in nature, and appliccable in terms of purpose. The statistical population of the study consisted of 2571 female high school students and 322 female teachers in Tonekabon high school. The sample size of the study was 193 for students by cluster random sampling, and 175 for teachers by simple random sampling. The Teaching Quality Questionnaire (15 questions) by Kryakdz et al. (2000), and the academic welfare variable (11 questions) by Petrin et al. (2014), and Information Literacy (30 questions) by Yazdani (2012), and strategies of the study (10 questions) by Harakovich et al. (2000) was based; on a 5-point Likert scale (strongly agree to strongly disagree) to collect data related to research variables. Discussion and ResultsIn order to test the research hypothesis and analyze the data, SPSS and SMART PLS statistical softwares were used, and the results showed that the strength of the relationship between information literacy and academic well-being was calculated to be equal to (0.48); which indicates a good correlation. The t-test of the test was obtained (5.46); which is more than the critical value of t at the error level of 5% (1.96), and shows that the observed correlation is significant. Therefore, it can be said that there is a significant relationship between teachers 'information literacy and students' academic well-being. The strength of the relationship between teaching quality and academic well-being is calculated to be equal to (0.52), which indicates that the correlation is favorable. The t-test of the test was obtained (6.50), which is more than the critical value of t at the error level of 5% (1.96), and shows that the observed correlation is significant. Therefore, there is a significant relationship between the quality of teachers' teaching and students' academic well-being. The strength of the direct relationship between teachers' teaching quality and academic well-being has been calculated (0.52), indicating that the correlation is favorable. The t-test of the test is also obtained (6.50), which is greater than the critical value of t at the 5% error level (1.96), and shows that the observed correlation is significant. The indirect effect of teachers' teaching quality on academic well-being has been calculated (0.65) in the presence of a moderator variable of study strategies, which indicates that the correlation is favorable. The t-test of the test was obtained (7.63), which is greater than the critical value of t at the level of 5% error (1.96), and shows that the observed correlation is significant. The strength of the direct relationship between information literacy and academic well-being has been calculated (0.48), which indicates that the correlation is favorable. The t-test of the test was obtained (5.46), which is greater than the critical value of t at the 5% error level of (1.96), and shows that the observed correlation is significant. The indirect effect of information literacy on academic well-being has been calculated (0.59) in the presence of a moderator variable of study strategies, which indicates that the correlation is favorable. The t-test of the test was obtained (6.57), which is greater than the critical value of t at the 5% error level (1.96), and shows that the observed correlation is significant.ConclusionThe aim of this study was to investigate the relationship between information literacy and the quality of teachers' teaching with academic well-being with the moderating role of study strategies of Tonekabon junior high school girls. The results of this study are consistent with the results of the findings of Lazarides & et al, (2021) and Magen-Nagar & Shachar (2017); the quality of teaching plays an important role in improving academic well-being. It also has important effects on students' sense of satisfaction and belonging to school and the classroom. If the quality of teaching and learning environment is shaped in a way that meet the needs of students, related emotions will be created (Bashardoust et al., 2020). Therefore, creating learning in such environments is mentally more valuable for learners. Qualitative teaching should lead to the learner's mental participation in the classroom: hallenge the learner scientifically (Bergey et al, 2019).According to the results of this study, it is suggested that school administrators use teachers who are familiar with the use and apply of active, participatory and solving problem-based teaching methods in the classroom teaching process, and insist on the use of open evaluation and emphasis on doing projects to strengthen students' perception and independent and deeper learning, or prepare school teachers for this important matter by holding workshops. On the other hand, due to the importance of study strategies, it is recommended that it be considered in the education of students and that teachers and education officials try to acquaint students with these strategies and provide conditions to teach these strategies to students.
