Showing 8 results for Academic Engagement
Ali Moradi, Morteza Chemelnezhad,
Volume 3, Issue 4 (12-2021)
Abstract
The aim of this study was to predict emotional-social competence based on academic conflict, self-efficacy and perception of school climate in high school students in Minab. The research method was correlational, and regression was used to test the research hypotheses. The statistical population consisted of the second-high school students of Minab city from whom 380 people (200 male students and 180 female students) were selected as the study sample by stratified random sampling method. Four questionnaires including Social Emotional Competence, Academic Conflict, Academic Self-efficacy and Perception of School Atmosphere were used to collect data. The results showed that the predictor variables explained about 39% of the variance of the criterion variable. According to the findings, academic engagement (β = 0.224, P = 0.001) significantly predicted socio-emotional competence, which means that as students' academic engagement increases, their socio-emotional competence increases. Also, academic self-efficacy (β = 0.436, P = 0.001) positively and significantly predicted emotional-social competence, which means that with increasing students' academic self-efficacy, their socio-emotional competence also increases. Likewise, perception of school climate (β = 0.193, P = 0.001) positively and significantly predicted emotional-social competence, which means that with increasing perception of school atmosphere, students' emotional-social competence increases. According to the results, academic self-efficacy with a standardized coefficient (β = 0.436) compared to other predictor variables was a stronger predictor of students' emotional-social competence. In general, the research findings support
Yusef Farmani, Dr. Sharareh Habibi, Dr. Mehdi Kelantari,
Volume 4, Issue 1 (3-2022)
Abstract
Academic engagement is a multidimensional structure that consists of various behavioral, cognitive and motivational components. The purpose of this study was to investigate the factors affecting students' academic engagement through the schools of idealism, realism and pragmatism. The research method is descriptive-correlational and a researcher-made questionnaire based on the qualitative stage of the research was used to collect data. The statistical results of the study included all high school students in districts one and two of education in Urmia, Iran. The research sample was selected by stratified random sampling. Accordingly, 440 students (220 people from each education district) were randomly selected and answered the research questionnaires. Data were analyzed using statistical method of structural equation modeling in LISREL software. The reliability of the developed questionnaire was estimated to be 0.95, which indicates its optimal reliability. Also, based on the results of confirmatory factor analysis and standard factor loads, the measures of the latent variables of the schools of idealism, realism and pragmatism had a positive factor load that supported the validity of the measures in measuring the structure. As a result, the factor structure of the questionnaire for these variables can be confirmed. In general, the research findings supported the measurement of the structure of academic engagement through the educational schools of idealism, realism and pragmatism. Therefore, the questionnaire can be used to measure academic engagement through educational schools in research and educational contexts.
Dr. Hossein Jenaabadi, Sedigheh Noora,
Volume 4, Issue 1 (3-2022)
Abstract
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.
Dr. Ali Mohammad Ahmadi Gharacheh, Salimeh Rava, Ladan Khodadadi, Khalil Nabavi, Roya Hayati Nia, Mahsoom Ranjbar Bastaki,
Volume 4, Issue 2 (5-2022)
Abstract
This study examines the effectiveness of group hope training based on Snyder’s theory on academic engagement and social adjustment in female high school students. The study method was a quasi-experimental pretest-posttest with a control group. The statistical population of the present study included all female high school students in Bushehr (Iran) in 2021. The research sample included 30 students selected by the accessible sampling method and randomly assigned to experimental and control groups. The Social Adjustment Scale by Kim (1999) and School Engagement Scale by Wang et al. (2011) were used to collect data. Group hope training based on Snyder’s theory was performed in 9 sessions in the experimental group. The control group did not receive any intervention during this period. The results exhibited that group hope training based on Snyder’s theory significantly increased the components of academic engagement (i.e., behavioral, emotional, and cognitive) and social adjustment in the experimental group. Overall, the research findings support the effectiveness of educational programs based on positive psychology on learners’ motivational and emotional outputs.
Sanaz Azizmohammadi, Dr. Beheshte Niosha, Dr. Seyed Mahmood Mirzamani Bafghi,
Volume 4, Issue 3 (9-2022)
Abstract
Academic engagement is a crucial construct in educational psychology. Academic engagement depends on a range of aspects that are associated to student characteristics, teacher, teaching methods, peers, and school features. This research aimed to examine the role of social support in predicting academic engagement mediated by empathy in high school students. We used a descriptive correlation design and examined the proposed model via structural equation modeling. The studied population included all female high school students of Baharestan, Tehran (Iran) in 2022. Participants were 320 people were selected by accessible sampling method. We used the Vaux social support appraisals (SS-A) scale, Fredricks school engagement and Adolescent Measure of Empathy and Sympathy (AMES) to collect data. Our results indicated that social support has a direct and positive effect on empathy (P< .01, β= .556) and empathy has a direct positive effect on students' academic engagement as well (P< .01, β= .329). Furthermore, social support affects students' academic engagement both directly (P < .01, β = .486) and through empathy (P < .01, β = .183). Overall, the results of this study exhibited that empathy can play a mediating role in the relationship between social support and students' academic engagement. The results point to the importance of considering emotional and social factors as predictors of academic engagement in high school students.
Mr. Sadegh Ahmadi, Dr. Maryam Golibagh, Dr. Mohammad Saeid Ahmadi, Leily Falahatimarvast,
Volume 5, Issue 3 (9-2023)
Abstract
The current study aimed to assess the impact of group reality therapy on the academic engagement and academic adjustment in elementary school students. This investigation followed a semi-experimental design with pre-test and post-test assessments, including a control group. The study population encompassed all male sixth-grade students in Zone One of Zanjan (Iran) in 2022. Thirty students were chosen through convenience sampling and randomly assigned to two groups, each consisting of 15 participants. Data collection involved the Academic Engagement Questionnaire (Fredricks et al., 2004) and the School Adjustment Scale (Sinha and Singh, 1993). Initially, both groups underwent pre-tests, after which the experimental group received group reality therapy sessions based on Glasser's (2001) model, spanning eight sessions of 90 minutes each. Conversely, no intervention was administered to the control group. Subsequently, post-tests were conducted for both groups. The hypotheses were analyzed using one-way and multivariate analysis of covariance. The results demonstrated a significant increase in the mean scores of academic engagement (F = 523.6, p < 0.001) and academic adjustment (F = 844.9, p < 0.001) within the experimental group compared to the control group, after controlling for pre-test scores. These findings furnish compelling evidence supporting the effectiveness of group reality therapy-based education in enhancing motivational aspects such as academic engagement and academic adjustment among elementary school students. As a result, it is advisable for school counselors to implement this intervention to promote motivational and emotional constructs in students.
Mrs Zeinab Bazzi, Dr. Gholamhasan Panahi,
Volume 5, Issue 3 (9-2023)
Abstract
The present study aimed to examine the effectiveness of successful intelligence training on the academic engagement and academic resilience in high school students. The current research is a pretest-posttest semi experimental design with a control group. The statistical population included all female high school students of Zahedan city (Iran) in 2022. Participants were 30 female high school students selected by purposive sampling and randomly assigned to experimental and control groups (15 people in each group). Successful intelligence educational package (Babaei, 2015) was carried out in the experimental group during 10 sessions of 90 minutes. The research tools were Academic Engagement Inventory (Salmela-Aro & Upadaya, 2012) and Academic Resilience Scale (Samuels, 2004). The reliability of the research questionnaires was estimated using Cronbach's alpha coefficient of 0.79 for the academic engagement inventory and 0.91 for the academic resilience scale. The results revealed that successful intelligence training had a positive effect on students' academic engagement (and its components) and academic resilience (and its components) in female high school students. The findings emphasize the importance of considering the cognitive interventions that contributes to the ongoing enhancement of academic engagement and academic resilience as the motivational constructs in educational setting.
Mehdi Farazja, Eshrat Nargesi, Mitra Razavi Klishadi, Effat Bahrani,
Volume 6, Issue 1 (3-2024)
Abstract
Objective: he objective of this study was to investigate the impact of the Bybee five-step model (5E) teaching method on the academic engagement and academic self-efficacy of 6th grade students in experimental sciences in Bushehr.
Methods: The research design employed was quasi-experimental, using a pre-test and post-test design with a control group. The statistical population consisted of 671 sixth grade students in Bushehr city during the academic year of 2022. The sample size of the study consisted of 30 individuals who were selected using the accessible sampling method and were divided into two groups: experimental and control. The research instruments used were Rio's (2013) academic engagement questionnaires and Jing and Morgan's (1999) academic self-efficacy questionnaires.
Results: The findings of the study revealed that the implementation of Bybee's five-step model (5E) training enhanced each component of academic engagement, namely behavioral engagement, agent engagement, cognitive engagement, and emotional engagement, in the experimental group compared to the control group. Furthermore, the teaching method based on the five-step Bybee model (5E) improved each component of academic self-efficacy, including aptitude, context, and effort, in the experimental group compared to the control group.
Conclusions: In conclusion, this research highlights the significance of incorporating innovative educational methods that encourage critical thinking, foster effective learning, and cultivate lifelong learners among students
