این سایت در حال حاضر پشتیبانی نمی شود و امکان دارد داده های نشریات بروز نباشند
International Journal of Psychology، جلد ۱۲، شماره ۱، صفحات ۱۳۶-۱۶۱
عنوان فارسی
چکیده فارسی مقاله
کلیدواژه‌های فارسی مقاله
عنوان انگلیسی Designing a Causal Model for Fostering Academic Engagement and Verification of its Effect on Educational Performance
چکیده انگلیسی مقاله 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.
کلیدواژه‌های انگلیسی مقاله academic engagement, motivational/action control, self-efficacy, metacognition, future time perception, Academic performance
نویسندگان مقاله | Molouk Khademi Ashkzari


| Salehe Piryaei


| Leila Kamelifar


نشانی اینترنتی http://ijpb.ir/browse.php?a_code=A-10-1-27&slc_lang=en&sid=1
فایل مقاله فایلی برای مقاله ذخیره نشده است
کد مقاله (doi)
زبان مقاله منتشر شده en
موضوعات مقاله منتشر شده عمومی
نوع مقاله منتشر شده پژوهشی
برگشت به: صفحه اول پایگاه   |   نسخه مرتبط   |   نشریه مرتبط   |   فهرست نشریات