Psychology
Reza Manzari Tavakoli; Zahra Mahdavi Nasab Barfe; Fahimeh Dehghan Dolati; Fatemeh Moslehi
Abstract
Purpose: The purpose of the present study was to determine the effectiveness of teaching the basics of choice theory on enthusiasm for school and psychological toughness of elementary school boys.
Methodology: The purpose of this research was applied, and in terms of the method of implementation, it ...
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Purpose: The purpose of the present study was to determine the effectiveness of teaching the basics of choice theory on enthusiasm for school and psychological toughness of elementary school boys.
Methodology: The purpose of this research was applied, and in terms of the method of implementation, it was a semi-experimental pre-test and post-test with a control group. The statistical population of this research was all the male students of the elementary school in Kerman city in the academic year of 2021. 30 people were selected as available samples and randomly assigned to two experimental groups (15 people) and control group (15 people) by lottery method. The research tools included Glaser's choice theory basics training intervention (2015), Viga School Enthusiasm Questionnaire (2016) and Kubasa's stubbornness questionnaire (1979). The intervention sessions of training the basics of selection theory (during 2 and a half months and 10 sessions) were implemented for the experimental group, and no training was provided to the control group during this period. Descriptive statistics (mean and standard deviation) and covariance analysis with SPSS-24 software were used for data analysis.
Findings: The findings showed that after teaching the basics of selection theory, the enthusiasm for school and the psychological toughness of the experimental group increased significantly compared to the control group (p <0.01). The results of univariate covariance analysis also showed that teaching the basics of choice theory had an effect of 0.47 on enthusiasm for school and 0.53 on psychological toughness.
Conclusion: According to the results of this research, teaching the basics of selection theory can be used to increase the enthusiasm for school and the psychological toughness of elementary school boys.
Psychology
Ahmed Karimi Deshtiki
Abstract
Purpose: The school engagement led to improves other academic conditions. Therefore, the current research was conducted with the aim of investigating the structural model of school engagement based on school culture with the mediator role of classroom environment and academic self-concept of students.
Methodology: ...
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Purpose: The school engagement led to improves other academic conditions. Therefore, the current research was conducted with the aim of investigating the structural model of school engagement based on school culture with the mediator role of classroom environment and academic self-concept of students.
Methodology: The present study in terms of purpose was applied and in terms of implementation method was cross-sectional from type of correlation. The research population was the sixth grade students of Bushehr township in the academic years of 2019-2020 (4263 people), which 250 people of them were selected as a sample by cluster random sampling method. The research tools were the questionnaires of school engagement (Wang et al, 2011), classroom environment (Fraser et al, 1993), school culture (Higgins-D'Alessandro and Sadh, 1998) and academic self-concept (Chen and Thompson, 2003), whose validity was confirmed by the opinion of experts and their reliability was evaluated higher than 0.70. Data were analyzed by structural equation modeling method in SPSS-22 and AMOS-20 software.
Findings: The findings of the structural model of school engagement based on school culture with the mediator role of classroom environment and academic self-concept of students indicated that the mentioned model had a good fit. Also, school culture had a direct and significant effect on classroom environment and academic self-concept, and classroom environment and academic self-concept had a direct and significant effect on school engagement (P<0.001). In addition, the school culture with the mediator role of classroom environment had an indirect and significant effect on school engagement and school culture with the mediator role of academic self-concept had an indirect and significant effect on school engagement (P<0.001).
Conclusion: The results of this study indicated the direct and effective role of school culture on school engagement and the indirect and effective role of school culture with the mediator of classroom environment and academic self-concept on school engagement. Therefore, in order to increase school engagement can be provide the background for improving school culture, classroom environment and academic self-concept of students.
Ali Asghar Hosseinmardi; Shohreh Ghorban Shiroodi; Mohammad Reza Zarbakhshbahri; Taher Tizdast
Abstract
Purpose: The aim of this research was determine the relationship of academic engagement, school engagement and school belonging with academic achievement by mediated the academic achievement motivation in male students.Methodology: This study was a descriptive from type of correlation. The study population ...
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Purpose: The aim of this research was determine the relationship of academic engagement, school engagement and school belonging with academic achievement by mediated the academic achievement motivation in male students.Methodology: This study was a descriptive from type of correlation. The study population was senior male students of districts 2 and 5 of Tehran city in the academic years of 2018-19. The sample size was estimated 604 people who were selected by multi-stage cluster sampling method. The research tools were included the academic engagement questionnaire (Fredericks et al, 2004), school engagement scale (Viga, 2016), school belonging scale (Arslan & Duru, 2017), academic achievement motivation questionnaire (Hermans, 1970) and average of the previous semester as an indicator of academic achievement. Data were analyzed with using Pearson correlation coefficients and path analysis methods in SPSS and AMOS software.Findings: The findings showed that the mode of academic engagement, school engagement and school belonging with academic achievement by mediated the academic achievement motivation had a good fit. Also, all three variables of academic engagement, school engagement and school belonging on academic achievement motivation and academic achievement and the variable of academic achievement motivation on academic achievement had a direct and significant effect (P<0.05). In addition, academic engagement, school engagement and school belonging by mediated the academic achievement motivation had an indirect and significant effect on academic achievement (P<0.05).Conclusion: According to the results to increase and promote academic achievement, it is possible to provide the basis for improving the academic engagement, school engagement, school belonging and academic achievement motivation.
