Volume 1, Issue 3 (September 2019)                   Iranian Evolutionary and Educational Psychology 2019, 1(3): 196-203 | Back to browse issues page

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Rezaei Gazki P, Delavar A, Samavi A. (2019). Does Academic Commitment Affect the Learners' Progress through Academic Buoyancy? A Structural Equation Model. Iranian Evolutionary and Educational Psychology. 1(3), 196-203. doi:10.29252/ieepj.1.3.196
URL: http://ieepj.hormozgan.ac.ir/article-1-94-en.html
1- Islamic Azad University, Bandar Abbas, Iran
2- Allameh Tabatabei University, Tehran, Iran
3- University of Hormozgan, Bandar Abbas, Iran
Abstract:   (3534 Views)
This study aims to test the proposed model of the relationship of some cognitive and motivational variables. The research method was correlational and structural equation modeling. The statistical population consisted of all female highschool students in Bandar Abbas in the academic year of 2018-2019 (1633 students) and the sampling method was multi-stage. The sample size was 600 people. Data collection tools were Hosseinchari and Dehghanizadeh Academic Well-being Questionnaire, and Human-Vogel & Rabe Academic Commitment Scale, and high school final exam score. Spearman correlation test and factor analysis were used for analysis. Results indicated significant relationship between academic commitment and academic achievement (r = 0.097, P≤0.05), academic achievement and investment dimension (R = 0.129, P≤ 0.01), and academic satisfaction and academic achievement dimension(R = 0.098, P≤0.05) and academic commitment with academic achievement level(R = 0.147, P≤0.01). There was also a significant relationship between dimension of commitment replacement and academic achievement (r = 0.132, P≤0.01). The analysis of standard and non-standard coefficients showed that except for the relationship between the dimensions of commitment and the overall score of commitment that was expected, other paths were not significant. Despite the results above, the model fit indices were good and indicated the moderate model fitness.
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Type of Study: Original | Subject: Educational Psychology
Received: 2019/10/9 | Accepted: 2019/09/15 | Published: 2019/10/9

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