Volume 4, Issue 2 (June 2022)
IEEPJ 2022, 4(2): 244-255 |
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Khedmatian A, Naami A Z, Zarei E, Khalafie A. (2022). Academic Grit, Academic Flow, and Academic Thriving: Mediating Role of Adaptive Coping Style. IEEPJ. 4(2), 244-255. doi:10.52547/ieepj.4.2.244
URL: http://ieepj.hormozgan.ac.ir/article-1-384-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-384-en.html
1- PhD Student in Psychology, Bandarabbas Branch, Islamic Azad University, Bandarabbas, Iran
2- Professor, Department of Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran ,naamiabdol@scu.ac.ir
3- Associate Professor, Department of Psychology, University of hormozgan, Bandarabbas, Iran
4- Assistant Professor, Department of Psychology, Shadegan Branch, Islamic Azad University, Shadegan, Iran
2- Professor, Department of Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran ,
3- Associate Professor, Department of Psychology, University of hormozgan, Bandarabbas, Iran
4- Assistant Professor, Department of Psychology, Shadegan Branch, Islamic Azad University, Shadegan, Iran
Abstract: (2365 Views)
Academic flow and academic thriving are significant variables in students’ academic achievement that require energy and constant effort in the face of new and challenging situations. Accordingly, the prediction of academic flow and academic thriving based on motivational personality factors is one of the important topics in educational psychology. This study examines the relationships between academic grit, academic flow, and academic thriving mediated by adaptive coping style. The research sample was 300 high school students of Minab, Iran, randomly selected by multi-stage sampling. Academic thriving questionnaire by Schreiner (2009), Academic Flow Scale by Yuwanto (2013), Academic Coping Styles by Skinner et al. (2013), and Academic Grit Scale by Clark and Malecki (2019) were used to collect data. Results indicated that academic grit is directly related to adaptive coping style (b = .22; p < .05), academic flow (b = .31; p < .01), and academic thriving (b = .24; p < .01). Also, the results of the bootstrap analysis revealed a significant indirect relationship between academic grit and academic flow through adaptive coping style (b = .35; p < .05) and a significant indirect relationship between academic grit and academic thriving through adaptive coping style (b = .51; p < .01). The findings showed that academic grit increases academic flow and academic thriving, both directly and indirectly. Consequently, academic grit is an important factor in improving students’ academic flow and academic thriving.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/01/6 | Accepted: 2022/04/2 | Published: 2022/06/1
Received: 2022/01/6 | Accepted: 2022/04/2 | Published: 2022/06/1
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