Hojjat Mahdavi rad; Valeolla Farzad; shirin kooshki
Abstract
Objective: The purpose of this study is a structural model of academic performance based on academic self-efficacy and academic motivation mediated by cognitive strategies. The present study is an applied and correlational research using structural equation modeling. Method:The statistical population ...
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Objective: The purpose of this study is a structural model of academic performance based on academic self-efficacy and academic motivation mediated by cognitive strategies. The present study is an applied and correlational research using structural equation modeling. Method:The statistical population was all students from which 470 people were selected by multi-stage cluster random sampling. The research instruments were Migli et al.'s (1998) Achievement Goals Questionnaire, Morris Academic Self-Efficacy Questionnaire (2001) and Pintrich et al.'s (1991) Motivational Strategies for Learning Questionnaire. Results:Research data were analyzed using structural equation modeling. The results showed that all models of research variables had a good fit. In the assumed model, achievement goals with academic performance mediated by cognitive strategies had full effect and direct effect and indirect effect was insignificant. The effect of academic self-efficacy with academic performance mediated by cognitive strategies had a full effect and a significant direct effect, but the indirect effect is non-significant. The effect of academic self-efficacy was significant with 5% academic achievement. Conclusion: The results showed that the variable of academic self-efficacy has a significant effect on academic performance and can explain 37% of the variance of academic performance. Teachers, counselors and parents can use the variable of academic self-efficacy to enhance students' academic performance.
fatemeh hosseingholi; shirin kooshki; valiallah farzad; Seyed Farhad Eftekharzadeh
Abstract
Introduction: The present study aimed to investigate academic adjustment based on personality traits and percieved social support with mediating self-regulated learning strategies. Method: 300 male second grade students of a high school in Tehran during 1395-1396 were selected based on randomized stage ...
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Introduction: The present study aimed to investigate academic adjustment based on personality traits and percieved social support with mediating self-regulated learning strategies. Method: 300 male second grade students of a high school in Tehran during 1395-1396 were selected based on randomized stage cluster sampling and answered to Sinha and Singh (1993) academic adjustment, Eysenck (1963) personality traits, Zimth (1988) social support, Pintrich and De Groot(1990) motivational strategies questionnaires. The collected data were analysed by Lisrel software structural equation statistical methods. Result: The result showed that meaningful and positive effect rather leads to more inadjustment. Extroversion (indirectly and with self regulated learning strategies) had a meaningful and positive effect on academic adjustment, that is, by increasing extroversion academic adjustment decreases. Aggression, indirectly and and througout self-regulated learning strategies had a positive and meaningful effect on academic adjustment, that is to say, as aggression increases so does unadjustment. Neuroticism indirectly had a negative and meaningful effect on academic adjustment, in other words, as neuroticism increases so does unadjustment. Extroversion directly had a negative and meaningful effect on academic adjustment, meaning when extroversion increases unadjustment decreases. Aggression directly had a positive and meaningful effect on academic adjustment, meaning as aggression increases so does unadjustment. Conclusion:Social support on the other hand, directly had a negatove and meaningful effect on academic adjustment, in other words, with increasing social support unadjustment decreases as well.
