Document Type : Original Article (Quantified)

Authors

1 Assistant Professor and Faculty Member, Department of Educational Sciences, Islamic Azad University of Tonekabon, Iran

2 Master of Educational Psychology, Islamic Azad University Tonekabon Branch, Iran

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 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.
 

Highlights

 

 

Keywords

Asgari, F; Zeinodini Meymand. Z, (2016), The Relationship between Happiness and Learning among Third Millennium School Students, The Second International Conference on New Research in the Field of Educational Sciences, Psychology and Social Studies, Iran, Qom. (In Persian)
Adler, M. D., Dolan, P., & Kavetsos, G. (2017). Would you choose to be happy? Tradeoffs between happiness and the other dimensions of life in a large population survey. Journal of Economic Behavior & Organization139, 60-73.
Ajam, A. A. (2016). The prediction of academic self-efficacy through social well-being of students at University of Medical Sciences. EDUCATIONAL STRATEGIES, 9(1), 71-78. (In Persian)
Argyle, M., & Lu, L. (1990). The happiness of extraverts. Personality and individual differences11(10), 1011-1017.
Bahadori khosroshahi, J., Habibi Kaleybar, R. (2017). The Effectiveness of Communication Skills Training on Academic Motivation and Academic Adjustment of High School Students. Journal of Instruction and Evaluation, 10(39), 151-173. (In Persian)
Bempechat, J., Li, J., & Ronfard, S. (2016). Relations Among Cultural Learning Beliefs, Self‐Regulated Learning, and Academic Achievement for Low‐Income Chinese American Adolescents. Child development.
Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education33, 24-32.
Bahadori khosroshahi, J., Habibi Kaleybar, R. (2017). The Effectiveness of Communication Skills Training on Academic Motivation and Academic Adjustment of High School Students. Journal of Instruction and Evaluation, 10(39), 151-173. (In Persian)
Crowne, D. P., & Marlowe, D. (1960). A new scale of social desirability independent of psychopathology. Journal of consulting psychology24(4), 349.
Fisher, M. J., & King, J. (2010). The self-directed learning readiness scale for nursing education revisited: A confirmatory factor analysis. Nurse education today30(1), 44-48.
Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse education today21(7), 516-525.
Fallah Kafshgari, R; Heydari, Sh; Yahyazadeh, S. (2015). Evaluating smart and traditional schools in terms of efficiency in creating self-regulated learners in line with the evolution of the Fifth Development Plan system. Educational Planning Studies, 4 (8), 35-62. (In Persian)
Jafari, E. (2003). Measuring Of Happiness and its Correlated factors on Isfahan University students. Isfahan Isfahan University Deputy Director of Research. (In Persian)
Haghdadi, M; Haghdadi,A; Shafiei, E. (2017), Happiness and Learning, 3rd National Conference on Science and Technology of Educational Sciences, Social Studies and Psychology of Iran, Tehran. (In Persian)
Kareshki, H., & Garavand, H. (2013). Testing Factorial Structure of Self-Directed Scale and Its Relationship with Academic Motivation in University Students. Journal of Applied Psycology Research, 3(4), 59-74.
kiani, Z., mazaheri, M. (2018). A comparative survey of the happiness between boys and girls high-school students in Zahedan city. Journal of Educational Psychology Studies, 15(31), 199-216. (In Persian)
Kordloo, A., Behrangi, M. (2020). The effect of intellectual scaffolding on educational management in the application of new educational technologies on academic motivation and academic achievement in science courses for female students in the fifth grade of elementary school. Management and Educational Perspective, 2(1), 19-33. doi: 10.22034/jmep.2020.231073.1012. (In Persian)
Luhmann, M., Necka, E. A., Schönbrodt, F. D., & Hawkley, L. C. (2016). Is valuing happiness associated with lower well-being? A factor-level analysis using the Valuing Happiness Scale. Journal of research in personality60, 46-50.
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology106(1), 121-131.
Mohammadi, M., Naseri Jahromi, R. (2014). Structural Equation Model of Self-Directed, Technical, Contextual and Behavioral Competencies and Students' Perception of Faculty Performance Quality. Technology of Education Journal (TEJ), 8(3), 141-150. (In Persian)