Investigation of the Mediating Role of Academic Self-Efficacy in the Relationship of Social Adjustment with Academic Engagement and Achievement Goals Among High School Students
محل انتشار: مجله بین المللی پزشکی رضوی، دوره: 9، شماره: 3
سال انتشار: 1400
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 208
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شناسه ملی سند علمی:
JR_RIJO-9-3_005
تاریخ نمایه سازی: 10 شهریور 1400
چکیده مقاله:
Background: One of the important goals of the educational system is to provide the ground for all-round growth and training healthy.Objectives: Present study aimed to investigate the mediating role of academic self-efficacy in the relationships between academic engagement and achievement goals with social adjustment among high school students.Methods: The research method was descriptive-correlation with the path analysis-based design. The statistical population included all male high school students in Tehran in ۲۰۱۷-۱۸ such that ۵۴۶ students were randomly selected by multi-stage cluster sampling. For the data collection, Morgan-Jinks Student Efficacy Scale (MJSES), Zarang Educational Conflict Questionnaire, Sinha and Singh’s Adjustment Inventory and Elliott and Church’s Achievement Goal Questionnaire were used. Results: The results showed that the coefficient of academic engagement (۰.۵۰) and achievement goals (۰.۳۰) were significant in predicting self-efficacy. The self-efficacy coefficient in adjustment prediction was also significant (۰.۸۲). The direct effects of academic engagement (۰.۰۶) and achievement goals (-۰.۲۹) on predicting adjustment were insignificant and significant, respectively. Based on this data, academic self-efficacy mediates the relationship between academic engagement and adjustment. The role of academic self-efficacy is in the relationship between achievement goals and adjustment was partly.Conclusions: The implication of the findings is that educational approaches, while emphasizing students’ mastery of prerequisites and successful experiences, should consider academic self-efficacy as a fundamental principle and rely on persuasion and explanation in interactions.
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نویسندگان
Mahboob Mohammadi Komar Sofla
Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Saeed Jahanian
Department of Psychology, South Tehran Branch, Islamic Azad University, Tehran, Iran
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