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Journal of Research and Health، جلد ۱۲، شماره ۴، صفحات ۶-۶
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| عنوان فارسی |
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| چکیده فارسی مقاله |
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| کلیدواژههای فارسی مقاله |
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| عنوان انگلیسی |
Structural modeling of the role of attachment styles on students' academic motivation mediated by academic self-efficacy |
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| چکیده انگلیسی مقاله |
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. |
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| کلیدواژههای انگلیسی مقاله |
academic motivation, academic self-efficacy, attachment styles |
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| نویسندگان مقاله |
| Najme Sadat Haji vosoogh
Department of Educational Psychology, Qaenat Branch, Islamic Azad University, Qaenat, Iran.
| Jahanshir Tavakolizadeh
Department of Educational Psychology, Qaenat Branch, Islamic Azad University, Qaenat, Iran.
| Majid Pakdaman
Department of Educational Psychology, Qaenat Branch, Islamic Azad University, Qaenat, Iran.
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| نشانی اینترنتی |
http://jrh.gmu.ac.ir/browse.php?a_code=A-10-1839-4&slc_lang=en&sid=1 |
| فایل مقاله |
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| کد مقاله (doi) |
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| زبان مقاله منتشر شده |
en |
| موضوعات مقاله منتشر شده |
سلامت روان و سلامت اجتماعی |
| نوع مقاله منتشر شده |
مقاله اصیل پژوهشی |
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