Volume 12, Issue 3 (May & Jun- In Press 2022)                   J Research Health 2022, 12(3): 8-8 | Back to browse issues page

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Haji Vosoogh N S, Tavakolizadeh J, Pakdaman M. Evaluation of Structural Equation Model for Explaining Academic Motivation of Students Based on Emotion Regulation with the Mediating Role of Academic Self-Efficacy. J Research Health. 2022; 12 (3) :8-8
URL: http://jrh.gmu.ac.ir/article-1-2040-en.html
1- Department of Educational Psychology, Qaenat Branch, Islamic Azad University. , n_vosoogh@yahoo.com
2- Department of Psychology, Gonabad University of Medical Science, Gonabad, Iran.
3- Department of Psychology, Qaenat Branch, Islamic Azad University, Qaenat, Iran.
Abstract:   (266 Views)
Background: Academic motivation in students is one of the essential factors for academic achievement and growth of societies, which emphasizes the importance of examining academic motivation correlations. Therefore, this research aimed to evaluate the structural equation model of explaining academic motivation in students based on emotion regulation with the mediating role of academic self-efficacy.
Methods: This quantitative-correlational research was conducted using structural equations. The research population included all high school students (3057 people) in the seventh, eighth, and ninth grades of Gonabad in 2019-2020, of whom 1646 were girls and 1411 were boys. A total of 250 people were considered a sample group by multi-stage cluster random sampling method based on principles sampling structural equations. After obtaining informed consent, all completed the Situational Motivation Scale (SIMS) created by Sinclair & McInroy (1992), The Morgan-Jinks Student. Efficacy Scale (MJSES), Cognitive Emotion Regulation Questionnaires of Garnowski et al. (2002), Collins and Reed's revised adult attachment scale (1990), and the classroom environments questionnaire (Fraser, 1995). Then, the data were collected and analyzed through Pearson correlation methods and structural equations using SPSSV19 and AMOSV20 software.
Results: Academic self-efficacy (0.20) and emotion regulation (0.37) directly and significantly affected academic motivation. In addition, emotion regulation (0.53) had a direct and significant effect on academic self-efficacy. There was an indirect relationship between emotional regulation (0.24) and mediated academic self-efficacy on academic motivation (p<0.01).
Conclusion: The emotional regulation model owes a favorable fit to students' academic motivation with the mediating role of academic self-efficacy. Therefore, the awareness of teachers, parents, principals and other educational experts can improve students' academic motivation.
Type of Study: Orginal Article | Subject: Health Psychology and Social Health
Received: 2022/01/3 | Accepted: 2022/04/10 | Published: 2022/05/29

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