University of Tabriz Journal of Modern Psychological Researches 2322-3340 16 62 2021 09 22 Structural Relations between Academic Emotions, Responsibility and Academic Engagement by Mediating Self-concept in Warfare Victims’ Children Children High School Structural Relations between Academic Emotions, Responsibility and Academic Engagement by Mediating Self-concept in Warfare Victims’ Children Children High School 46 61 12538 FA Javad Sahebi Kuzeh Kanan PhD student, Educational Psychology, Islamic Azad University, Tabriz Branch, Tabriz, Iran Amir Panah Ali Ph.D, Assistant Professor, Department of Counseling and Psychology, Islamic Azad University, Tabriz Branch, Tabriz, Iran Email: panahali@iaut.ac.ir (Corresponding Author) Davood Hosseininasab Ph.D, Professor, Department of Psychology, Islamic Azad University, Tabriz Branch, Tabriz, Iran Journal Article 2020 08 23 The purpose of the study was to determine the structural relations between academic emotions, responsibilityand academic engagement by mediating self-concept among the warfare victims’ children. The research was conducted with a correlational method. The study population consisted of all students of the scarified families’ children who were studying in the schools of East Azarbaijan during the academic year of 2017-2018. Using multi-stage random sampling, 332 subjects were selected. Data were collected using academic engagement questionnaire, academic emotion questionnaire, responsibility questionnaire, and self-concept scale. Data were analyzed by multiple regression and path analysis. Data were analyzed using SPSS-24 and AMOS-24 software. Findings showed that there was a significant positive relationship between academic engagement, responsibility, academic emotion and self-concept and negative association with negative emotion. 23% of the variance of academic engagement was explained due to the variables of academic excitement and responsibility. Finally, path analysis showed that the self -concept could play a role as a mediator in the relationship between academic engagement, academic emotion, and responsibility. The purpose of the study was to determine the structural relations between academic emotions, responsibilityand academic engagement by mediating self-concept among the warfare victims’ children. The research was conducted with a correlational method. The study population consisted of all students of the scarified families’ children who were studying in the schools of East Azarbaijan during the academic year of 2017-2018. Using multi-stage random sampling, 332 subjects were selected. Data were collected using academic engagement questionnaire, academic emotion questionnaire, responsibility questionnaire, and self-concept scale. Data were analyzed by multiple regression and path analysis. Data were analyzed using SPSS-24 and AMOS-24 software. Findings showed that there was a significant positive relationship between academic engagement, responsibility, academic emotion and self-concept and negative association with negative emotion. 23% of the variance of academic engagement was explained due to the variables of academic excitement and responsibility. Finally, path analysis showed that the self -concept could play a role as a mediator in the relationship between academic engagement, academic emotion, and responsibility.

https://psychologyj.tabrizu.ac.ir/article_12538_5047e5217755925ee47d7b37ddb3e74a.pdf