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Showing 4 results for Academic Engagement

Molouk Khademi Ashkzari, Salehe Piryaei, Leila Kamelifar,
Volume 12, Issue 1 (11-2018)
Abstract

Academic engagement explains the extent to which learners identify with and value academic conclusions, and take part in academic and non-academic activities. The present study explores, quantitatively, a causal model of both psycho-social and motivational factors in academic engagement and their potential impacts on academic achievement outcome. The sample of this research consisted of 480 undergraduate students at Alzahra University, Tehran, Iran who were selected by stratified random sampling method. The instruments which used in this study were The Academic Success Inventory, Boekaerts’ Motivation control scale (1987), Kuhl's Action Control scale (ACS-90) (1994), Pintrich et al.'s Motivated Strategies for Learning Questionnaire (MSLQ) (1991), Schraw & Dennison's Metacognitive awareness inventory (MAI) (1994), Boekaerts' Intended/actual goals scale (1987), Zimbardo & Boyd's future time perception inventory (ZPTI) (1999), & Schaufeli, et al’s Academic Engagement scale (2002). Structural equation modeling (SEM) through AMOS-22 was used for data analysis. The results indicated that motivational control–emotional states & competencies, self-efficacy, metacognition, action control–initiative persistence & disengage persistence- had significant effects on academic engagement. Also academic engagement can affect academic performance mediating by learner's intended/actual goals and future time perception in the current model. There is credence then, from our point of view, that policymakers and educators should consider advancing conceptualized complex psychosocial-motivational models to verify.

Seyedeh Mahrokh Moosavi,
Volume 15, Issue 2 (10-2021)
Abstract

This research aimed to study the effects of academic engagement, quality of education, and peer-assisted learning on academic motivation as an influential variable in the academic achievement of vocational, and technical schools’ students. Data were analyzed using descriptive statistics, a correlation matrix, confirmatory factor analysis, and structural equation modeling. As a result of the structural equation model, academic engagement (T=4.49), peer-assisted learning (T=2.38), and quality of education (T=3.04) have a greater direct influence on motivation than academic achievement (T=1.96). The only indirect effect on the quality of education (T=2.01) is significant, thus mediating the role of academic motivation in the academic achievement confirmed the effectiveness of quality of education. The findings and outcomes of this study are useful for teachers, principals, and policymakers in the field of education to improve the quality of teaching, and learning.  

Moosa Javdan,
Volume 16, Issue 1 (5-2022)
Abstract

Many social and life skills, expression of opinion, self-expression, critical thinking, expression of feelings, and expression of logical opposition happen during collaborative learning, and the collaborative environment can play a role in improving the skills necessary for life. This study aimed to investigate the effect of cooperative learning on school connection and academic engagement components of second-grade primary students in Iranian schools. In this -experimental research (pre-test, post-test with a control group), the statistical population included all second-grade primary school students in Bandar Abbas in the academic year 2021-2022. A total of 40 students were selected through multi-stage cluster sampling and randomly divided into control (n=20) and experimental (n=20) groups. Data were collected through the Brown and Evans School Connection Questionnaires (2002) and the Academic Engagement Questionnaire (Reeve Tseng, 2011). To implement training; 16 group sessions (two 50-minute sessions each week) were conducted in the experimental group using the cooperative learning method and, in the control, group using the traditional teaching method. For analysis, data used SPSS 24 software and multivariate analysis of covariance. Results showed that, after control of the pretest scores, there was a significant difference between the posttest scores of the experimental (P ≤ .0001) and the control (P ≤ .0001) groups in levels of school connection (commitment, power, belonging, and belief in rules) and academic engagement (agency, behavioral, cognitive and emotional) (P ≤ .0001). Thus, the results of the present study confirmed the effect of cooperative learning on school connection and academic engagement in Iranian primary school students. Cooperative Learning leads to the ability and make appropriate decisions in solving complex problems, which can lead to the desire to learn, and improved attachment to school.



Abdolzahra Naami,
Volume 18, Issue 1 (1-2024)
Abstract

The aim of the present study was to investigate the effectiveness of growth mindset training on academic engagement and academic buoyancy in students. The research design was a quasi-experimental design with an experimental group and a control group. The sample consisted of 40 the 9th grade students of Ahvaz city who were selected through convenience sampling and randomly assigned to two experimental (20) and control groups (20). The members of the experimental group received intervention growth mindset training, while the control group did not receive any intervention. The research questionnaires included the academic engagement Questionnaire (Meng and Jin, 2016) and academic buoyancy Questionnaire (Martin and Marsh, 2009). The data were analyzed using multivariate and univariate analysis of covariance. The results obtained by comparing the post-test of independence variables in the two groups by controlling the effect of the pre-test, after training growth mindset showed the scores of academic engagement and academic buoyancy in the experimental group compared to those in the control group were significantly increased (P >0.01). Therefore, it can be concluded that training growth mindset are an effective method to increase academic engagement and academic buoyancy. Based on the results, it is suggested that a growing mindset program be taught to students.


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نشریه بین المللی روانشناسی International Journal of Psychology (IPA)
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