Presenting a Structural Model of Academic Progress Based on Academic Buoyancy, Enthusiasm for School, Belongingness (Connectedness) at School with the Mediation of Academic Self-Concept in Students

Document Type : Research Paper

Authors

1 PhD in Educational Psychology, Garmsar Branch, Islamic Azad University, Garmsar, Iran.

2 PhD in Educational Psychology, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran.

10.22034/jmpr.2024.59814.5994

Abstract

Academic Buoyancy, feeling of belonging to school and academic self-concept are important factors in the field of education that can affect the academic progress of students in various ways. The purpose of predicting academic progress was based on academic vitality, enthusiasm for School, sense of belonging to school with the mediation of academic self-concept in students. The research method was correlation and structural equation model. The statistical population of The research was female students of the second year of elementary school in Tehran in the Academic year of 1401-1402. The research sample was 308 students who were selected by Multi-stage cluster sampling method. Students completed the questionnaires of Dehghanizadeh And Chari's academic vitality (2013), sense of belonging to the school of Barry, Betty and Watt (2004), enthusiasm for the school of Wang, Wilt and Eccles (2011) and academic self-concept Of Yesen Chen (2004); And the academic progress was determined based on the average of the Previous semester of the students. Data analysis was done in the form of path analysis with AMOS software. The results showed that the relationship between feeling of belonging to the School and academic self-concept and academic achievement was not significant. The total path Coefficient between academic vitality and academic achievement and the total path coefficient Between enthusiasm for school and academic achievement were significant.

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History

  • Receive Date: 02 January 2024
  • Revise Date: 27 January 2024
  • Accept Date: 26 February 2024

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