Volume 4, Issue 1 (March 2022)                   Iranian Evolutionary and Educational Psychology 2022, 4(1): 1-12 | Back to browse issues page


XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Jenaabadi H, Noora S. Relationship between Spiritual Intelligence and Academic Engagement: Mediating Role of Academic Conscience. Iranian Evolutionary and Educational Psychology. 2022; 4 (1) :1-12
URL: http://ieepj.hormozgan.ac.ir/article-1-465-en.html
1- University of Sistan and Baluchestan, Zahdan, Iran
Abstract:   (510 Views)
The Aim of this study was to determine the relationship between spiritual intelligence and academic engagement through the mediating role of academic conscience in female high school students in the second district of Zahedan, Iran. The method of study was a descriptive correlation research that was performed via path analysis.The statistical population of this study includes all female high school students in the second district of Zahedan in the academic year 2021-2022 (N = 4191)), which according to Krejcie and Morgan table 352 people were selected by stratified random sampling. For collecting data, three questionnaires were used: spiritual intelligence (King, 2008), academic engagement scale (Salmela-Aro & Upadaya, 2012) and academic conscience (McIllroy and Bunting, 2002). The results indicated that there was a direct and significant relationship between spiritual intelligence and academic engagement and between spiritual intelligence and academic conscience. Also, there was a direct and significant relationship between academic engagement and academic conscience. Furthermore, there was an indirect and significant relationship between spiritual intelligence and academic engagement through the mediating role of academic conscience in female high school students. In general, the research findings have supported the role of personality and motivational variables in academic engagement.
Full-Text [PDF 560 kb]   (133 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2021/09/30 | Accepted: 2022/02/24 | Published: 2022/03/1

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 CC BY-NC 4.0 | Iranian Evolutionary and Educational Psychology Journal

Designed & Developed by : Yektaweb