Volume 7, Issue 2 (June 2025)
IEEPJ 2025, 7(2): 1-11 |
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Rahimi T, Rezaei A, Mehryar A H. (2025). Predicting Academic Performance Based on Perception of the Constructive Learning Environment with the Mediating Role of High-Level Motivational and Cognitive Strategies. IEEPJ. 7(2), 1-11. doi:10.22034/ieepj.2025.7.2.479
URL: http://ieepj.hormozgan.ac.ir/article-1-495-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-495-en.html
1- Department of Educational Psychology, Marvdasht Branch, Islamic Azad University , Marvdasht, Iran
2- Department of Psychology, Marvdasht Branch, Islamic Azad University , Marvdasht, Iran ,azrezaei@gmail.com
3- Department of Psychology, Marvdasht Branch, Islamic Azad University , Marvdasht, Iran
2- Department of Psychology, Marvdasht Branch, Islamic Azad University , Marvdasht, Iran ,
3- Department of Psychology, Marvdasht Branch, Islamic Azad University , Marvdasht, Iran
Abstract: (3551 Views)
Objective: The current investigation endeavored to forecast academic achievement by examining the Perception of the constructive learning environment with the mediating role of high-level motivational and cognitive strategies.
Methods: Utilizing a descriptive-correlational approach and structural equation modeling, this study was conducted. The statistical population under scrutiny encompassed all first-year high school students in Marvdasht during the academic year 2019-2020. A multi-stage cluster sampling technique was employed for participant selection, with a total sample size of 319 individuals. Academic performance was evaluated using the Academic Performance Questionnaire, based on Pham and Taylor's (1999) work, while Perception of the constructive learning environment was assessed using the Taylor and Fraser Questionnaire (1991). High-level motivational and cognitive strategies were gauged using the subscales of two questionnaires by Pintrich et al. (1991) and Biggs et al. (2001). Structural equation analysis was applied in this study to scrutinize the theoretical model.
Results: The outcomes of the analysis demonstrated the significance and validation of the hypothesized pathway at a 0.01 significance level. Consequently, it can be inferred that self-regulated learning strategies can predict academic performance indirectly, with high-level motivational and cognitive strategies acting as mediators.
Conclusions: This discovery holds practical implications for academic guidance provided by psychologists and educators in classroom settings.
Methods: Utilizing a descriptive-correlational approach and structural equation modeling, this study was conducted. The statistical population under scrutiny encompassed all first-year high school students in Marvdasht during the academic year 2019-2020. A multi-stage cluster sampling technique was employed for participant selection, with a total sample size of 319 individuals. Academic performance was evaluated using the Academic Performance Questionnaire, based on Pham and Taylor's (1999) work, while Perception of the constructive learning environment was assessed using the Taylor and Fraser Questionnaire (1991). High-level motivational and cognitive strategies were gauged using the subscales of two questionnaires by Pintrich et al. (1991) and Biggs et al. (2001). Structural equation analysis was applied in this study to scrutinize the theoretical model.
Results: The outcomes of the analysis demonstrated the significance and validation of the hypothesized pathway at a 0.01 significance level. Consequently, it can be inferred that self-regulated learning strategies can predict academic performance indirectly, with high-level motivational and cognitive strategies acting as mediators.
Conclusions: This discovery holds practical implications for academic guidance provided by psychologists and educators in classroom settings.
Keywords: Academic Performance, Motivational and Cognitive Strategies, Constructive Learning Environment, High School Students
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/01/12 | Accepted: 2022/04/10 | Published: 2025/06/11
Received: 2022/01/12 | Accepted: 2022/04/10 | Published: 2025/06/11
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