Esmaeil Kazempour; omolbanin Ramaji; Zahra Salimzadeh Kakarodi
Abstract
Abstract
The present study was conducted with the aim of the relationship between study approaches and academic identity with the self-concept in second year high school students in Kalachai city. The research method was descriptive, and a correlative type. The statistical population of the research ...
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Abstract
The present study was conducted with the aim of the relationship between study approaches and academic identity with the self-concept in second year high school students in Kalachai city. The research method was descriptive, and a correlative type. The statistical population of the research included 981 secondary school students of Kalachai city, of which 274 were selected as a statistical sample by cluster random method. Library and field methods were used to collect data. The data collection tools were the standard questionnaires of Tate et al.'s study approaches (1998), Rogers' self-concept (1938), and Vaz and Isaacson's academic identity (2008). The validity of the questionnaires was investigated based on the experts' ideas, according to the viewpoint of some of the statistical population and structure, and confirmed by confirmatory factor analysis method. The reliability of the questionnaires was estimated by Cronbach's alpha coefficient method for study approaches 0.88, self-concept 0.80 and academic identity 0.78 respectively. Analysis and Data analysis was done at two levels of descriptive statistics and inferential statistics. Thus, in order to test the research hypotheses, first of all, the Kolmogorov Smirnov test to check the normality of the data distribution and the structural equation technique to check the effect of independent variables on the dependent variable using Lisrel statistical software was used. The results showed that there is a positive and significant relationship between study approaches and students' self-concept with an impact factor of 0.67 and between academic identity and students' self-concept with an impact factor of 0.73.
Extended Abstract
Introduction
Today, new approaches have been created in determining educational goals and the education process, which move the goal of education from reading and writing to more important goals such as creative thinking, problem solving, lifelong learning, information literacy, and familiarity with information and communication technology. In this regard, paying attention to the way of receiving and processing information requires deep thinking of the processes, study approaches and fields of receiving and processing information, which ultimately manifests in the form of learning, educational progress (Soleymani et al, 2019). One of the basic topics about people's lives is their self-concept. The main axis of self-concept is a person's name, his feelings towards his body, the idea of the whole body, gender and age. The central core of self-concept includes other characteristics that are more indirect, such as socio-economic class, religion, individual advancements or any other factor that separates him from others (Clayton et al, 2021). The image that a person has of himself is vital for him. This self-concept is learnable and everything a person knows about himself originates from his past experiences, among which social experiences are more important. This self-concept changes due to the person's relationship with the environment. Environmental failures cause negative self-concept and positive environmental facilities cause positive self-concept in a person (Shirani Bidabadi, 2016).
Another presupposition that can affect students' self-concept is their academic identity. Findlow (2012) considers academic identity to be the most important factor in academic performance and motivation to progress. Academic identity can be considered one of the effective individual factors in the future of academic procrastination (Schnitzler et al, 2021). Academic identity is the process of each person's conscious response to their academic situation, whether they should study or not.
The main question of the research is whether there is a significant relationship between the study approaches and academic identity with the self-concept of second year high school students in Kalachai city?
Theoretical foundations
Based on their understanding of the concept of learning, people choose different strategies to study and learn course materials. The studies that are conducted on how students deal with course materials have their roots in the studies of Martin (1988) and Saljo (1978). They called the way students deal with course materials "study approaches" (Traner et al, 2021).
Self-concept is a cognitive framework through which we organize what we know about ourselves. Adolescence begins with the starting of sexual maturity and ends with his permanent commitment to an adult role. Therefore, adolescence should be both a determinant of social psychology and a determinant of well-being (Faraji & et al, 2021).
Academic identity is a reflection of all kinds of competences, autonomy, purposefulness, efficiency 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. Negative academic identity is associated with poor achievement, misbehavior and class dropouts, withdrawal, and disrespectful relationships with the teacher (Abbasi & Shehni Yailagh, 2017).
Richter et al, (2022) investigated the multiple relationships between self-concept and students' learning strategies in their research. The target sample was 395 students of public schools in Nigeria who were analyzed by means of the cluster sampling method and analytical-applied research method. The results showed that there is a significant relationship between the personality and academic self-concept of the students and their adopted learning strategies.
Thaba & Baharuddin (2022) also investigated the effect of parents' attention, self-concept and independent learning strategies on the learning progress of secondary school students in Yemen, and 211 people were selected as a statistical sample using a relative cluster random sampling method. The results of the research showed that parents' attention to the way students study and their interest in guiding them along with correct learning strategies can have a significant impact on students' academic progress.
Research Methodology
The current research is applicable in terms of purpose, and descriptive in terms of data analysis of correlation type (structural equation modeling). The statistical population of the present research was made up of 981 students of the second year secondary school in Kalachai city. 274 people were selected as a statistical sample by cluster random sampling. In order to collect data related to the variable of study approaches, the questionnaire of Tate et al. (1998), and the questionnaire of Carl Rogers from 1938 to 1957for the variable of self-concept, and the questionnaire of Vaz and Isaacson (2008) for the variable of academic identity were used.
Research Findings
In order to investigate the hypothesis of the research, the modeling of structural equations, the method of structural equation modeling with the help of spss software was used to test the hypotheses from inferential statistics. Then, the 8th edition of Lisrel statistical software was used to measure the effects of independent and mediating variables with the dependent variable; and the results related to the first hypothesis showed that the strength of the relationship between study approaches and self-concept was calculated to be equal to (0.67), which shows that the correlation is favorable. The significance statistic of the test has also been obtained (7.65), which is more than the critical value of t at the 5% error level, i.e. (1.96) and shows that the observed correlation is significant. Therefore, it can be said that the study approaches have a positive and meaningful relationship with self-concept. The results related to the second hypothesis showed that the strength of the relationship between academic identity and self-concept was calculated equal to (0.73), which shows that the correlation is favorable. The significance statistic of the test was also obtained (8.71), which is more than the critical value of t at the 5% error level, i.e. (1.96) and shows that the observed correlation is significant.
Conclusion and Discussion
The present study was conducted with the aim of the relationship between study approaches and academic identity with the self-concept of second year high school students. The results of this research are consistent with the results of Richter et al, (2022), Thaba & Baharuddin (2022), Moosavi Bideleh (2021), Jung (2021), and Rezakhani, Khodadadian Someeh (2019); School teachers should try to guide the students from one learning activity to the next and also continuously monitor the students' work during the learning activity (Sayadi & et al, 2015). This makes students motivated and they will do their homework more willingly. On the other hand, when the students themselves determine the daily activities of the class and have continuous practice with them in learning the classroom lessons, it is possible to motivate the students better. (Purohit et al., 2022). In such a situation, when the students know themselves in their academic tasks with sufficient and autonomous knowledge, 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 get 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.
According to the results of the present research, it is suggested that the school administrators and teachers determine the students' study approach with appropriate evaluation, in order to incline the students to a deep approach and improve them, with appropriate educational interventions and correct planning, such as holding workshops for students. On the other hand, useful steps can be taken by activating the student counseling center and carrying out comprehensive planning in order to provide academic counseling services and to implement regular and continuous academic counseling programs in order to improve students' study approaches.
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.
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. ...
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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.
