Volume 12, Issue 4 (Jul & Aug- In Press 2022)                   J Research Health 2022, 12(4): 6-6 | Back to browse issues page


XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Haji vosoogh N S, Tavakolizadeh J, Pakdaman M. Structural modeling of the role of attachment styles on students' academic motivation mediated by academic self-efficacy. J Research Health. 2022; 12 (4) :6-6
URL: http://jrh.gmu.ac.ir/article-1-2074-en.html
1- Department of Educational Psychology, Qaenat Branch, Islamic Azad University, Qaenat, Iran. , drtavakolizadehj@gmail.com
2- Department of Educational Psychology, Qaenat Branch, Islamic Azad University, Qaenat, Iran.
Abstract:   (142 Views)
Background: Academic motivation has always been considered by Researchers and specialists in educational psychology as a critical and essential aspect of education. With motivation, the students follow the necessary mobility for successful finishing an assignment and reach a goal by demonstrating a specific level of proficiency in their work that finally they can acquire the essential learning and academic success. This study aimed to evaluate the structural modeling of the role of attachment styles among students mediated by academic self-efficacy.
Methods: This Analytical cross-sectional 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. Attachment Styles (Collins and Reed, 1990) 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 attachment styles (-0.15) directly and significantly affected academic motivation. In addition, attachment styles (-0.23) had a direct and significant effect on academic self-efficacy. There was an indirect relationship between emotional regulation (-0.07) and mediated academic self-efficacy on academic motivation (p<0.01).
Conclusion: The attachment styles 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: 2022/04/12 | Accepted: 2022/05/7 | Published: 2022/06/9

Add your comments about this article : Your username or Email:
CAPTCHA

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 CC BY-NC 4.0 | Journal of Research and Health

Designed & Developed by : Yektaweb