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.
Majid Saffarinia; ali reza agayousefi; ali mostafaie
Volume 3, Issue 2 , January 2015, , Pages 123-134
Abstract
Introduction :This study aimed at investigating the relationship between social procrastination, social identity, and students’ academic performance. Method: The design was correlational and the sample consisted of 200 students of Payam Noor University, Bukan center. Sampling was based on available ...
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Introduction :This study aimed at investigating the relationship between social procrastination, social identity, and students’ academic performance. Method: The design was correlational and the sample consisted of 200 students of Payam Noor University, Bukan center. Sampling was based on available sampling and three questionnaires including Social Procrastination, Social Identity, and Academic Achievement were employed to collect the data. Pearson correlation and multiple regression analyses were used to analyze the data. Results: The results showed a significant negative correlation between Social Identity and Social Procrastination. Both the individual and collective identities showed a significant negative correlation with Social Procrastination. Indifference, as one of the components of Social Procrastination, had a significant negative correlation with academic performance, but there was no significant relationship between attention to self, as another aspect of Social Procrastination, and academic achievement. Furthermore, Social Identity had a significant positive correlation with academic performance. Among the other aspects, the individual and collective identity had a significant positive correlation with academic performance. Conclusions: According to the results, it can be claimed that Social Procrastination has a negative relationship with academic performance and social identity, while social identity has a significant positive correlation with academic performance.
