جستجوی مقالات مرتبط با کلیدواژه « Academic Engagement » در نشریات گروه « علوم اجتماعی »

Successful intelligence can improve many psychological and academic characteristics, and considering the importance of emotional self-awareness and academic engagement, the present study was conducted with the aim of determining the effectiveness of education based on successful intelligence on emotional self-awareness and academic engagement of secondary school students.

This was a semi-experimental study with a pre-test, post-test and follow-up design with experimental and control groups. The population of the current research was all students of the tenth and eleventh grades of theoretical branch of Saveh city in the academic years of 2022-3, which the sample size was calculated according to G Power software equal to 25 people for each group. Therefore, 50 people were selected by a targeted method and randomly replaced into two experimental and control groups. The experimental group received 10 sessions of 75 minute of education based on successful intelligence, and the control group did not receive any intervention during this period. The research tools were included the revised emotional self-awareness questionnaire of Rieffe et al (2008) and academic engagement questionnaire of Schaufeli et al (2002), which whose psychometric indicators were confirmed. In this study, to analyze the data were used from analysis of variance with repeated measurements and Bonferroni's post hoc test in SPSS software.

The findings showed that there was a significant difference between the experimental and control groups in the post-test and follow-up phases in terms of emotional self-awareness and academic engagement. In the other words, education based on successful intelligence increased the emotional self-awareness and academic engagement of second school students, and the results remained in the follow-up phase as well (P<0.05).

Considering the effectiveness of education based on successful intelligence on increasing the emotional self-awareness and academic engagement of secondary school students, to improve the psychological and academic characteristics of students can be used the method of education based on successful intelligence.

Considering the change in teaching methods from teacher-centered to student-centered, and the existence of a gap in student-centered education models, this research was conducted with the aim of comparing the effectiveness of the reverse learning model and collaborative learning on the academic engagement of secondary school students. 

The current research method was semi-experimental in terms of practical nature and in terms of the intervention method. The research population was 60 secondary school students of Sanandaj city, who were selected in two intervention groups and one control group. The research tools included reverse learning package (Mahmoudi et al., 1402), GI cooperative learning package (Kazemi et al., 1401) and Rio academic engagement questionnaire (2013) were used, and multivariate covariance analysis was used to analyze the effectiveness. Based on the results of the educational intervention, the pattern of reverse learning and collaborative learning has a positive and significant effect on students' academic engagement (sig<0.05). 

Also, the findings showed that there is a significant difference between the effectiveness of the reverse learning educational program and cooperative learning-based education on students' academic engagement only in the cognitive engagement component (sig<0.05). 

Therefore, it can be concluded that the originality of the teaching method based on reverse learning can be one of the reasons for the effectiveness of reverse teaching compared to cooperative education, especially in the component of cognitive engagement.

The aim of the present research was to predict academic engagement based on problem-solving skills, mediated by academic self-concept in female high school students. This applied study utilized a descriptive-correlational approach with structural equation modeling. The population of this research included all female high school students in Marvdasht during the academic year 1401-1402. A clustered random sampling method was employed, where three schools were randomly selected, and two classes from each school were chosen, totaling 160 students who completed the questionnaires. The measurement tools included the academic engagement questionnaire by Fredell and Paris, problem-solving skills by Heppner and Petersen, and academic self-concept by Yessen and Chen. Data analysis was conducted at two levels, descriptive statistics and inferential statistics. Descriptive analysis involved examining means and standard deviations, while inferential analysis utilized multivariate regression through the Baron and Kenny (1986) model and structural equation modeling with LISREL and SPSS software. The findings indicated that problem-solving skills, mediated by academic self-concept, were able to predict students' academic engagement. Furthermore, the model demonstrated an acceptable fit.

Academic performance is intricately tied to an individual's emotional and psychological dimensions. This study aims to explore the mediating role of emotional processing in the correlation between the Initial Schema and academic engagement in students. Employing a descriptive-correlational approach, particularly structural equation modeling, the study involved a statistical population of 529 female students in Tehran city, with 300 students selected through available sampling. The Zarang Academic Engagement Questionnaire (2012), the Emotional Processing Scale by Baker et al. (2010), and the Young's Initial Schema Questionnaire (1994) were utilized. Results indicated a significant direct relationship between mental theory and emotional processing with academic engagement. The research model was deemed fit and validated, explaining 37% of the variance in educational involvement through Initial schema and emotional processing. Empirical processing played a mediating role in the association between Initial schema and emotional processing with academic engagement. Changes in beliefs and inappropriate schemas were found to potentially diminish emotional processing, consequently reducing academic engagement.

In today's modern world, the intellectual and critical health of any society depends on educating students with high thinking power and strong media literacy. The purpose of this research is to investigate learning methods at four different levels in the framework of the classification of Differentiated Overt Learning Activities (DOLA) on the academic engagement of students' thinking and media literacy. The main question is whether education within in the framework of the classification of Differentiated Overt Learning Activities (DOLA) (passive, active, constructive, interactive learning levels) on the academic engagement of students' thinking of 10th grade male students.The research method is semi-experimental and pre-test-post-test design with a control group. The statistical population included all the 10th grade male students of public high schools in the city of Miandoab in the academic year of 2015-2016. 117 people (30 people control group, 28 people interactive level, 30 people constructive level, 29 people in the active level) were randomly selected as a sample. Tinio's (2009) academic engagement questionnaire was used to measure academic engagement scores. All groups were trained for 8 sessions. After collecting the data, one-way covariance test (ANCOVA) and Bonferroni pairwise comparison were used using SPSS software. The results showed that education in this framework (DOLA) has a positive and significant effect on the academic engagement of thinking and media literacy. The interactive level compared to other groups had the highest positive difference with the rest of the groups, and then they were placed in constructive, active and passive levels respectively.

Academic engagement is very important in achieving a learning experience that indirectly guarantees students' academic achievement.

The purpose of this study was to investigate the mediating role of difficulties in emotional regulation in the relationship between parent-child conflict and academic engagement.

This research is applied in terms of purpose and correlation of the type structural equation modeling in terms of methodology. The population of this study included all undergraduate students of Lorestan University to the number of 7500 undergraduate students in the academic year 2021-2022. The statistical sample size was determined based on Klein's thumb rule equal to 240 people which was done by available sampling method and online questionnaire. The instruments used in this study were parents–Child Relationship Scale (PCRS; Fine, Moreland & Schwebel, 1983), the Difficulties in Emotion Regulation Scale- Short Form (DERS-16; Bjureberg et al., 2016), and Academic Engagement Scale (AES; Reeve & Tseng, 2011). All analyzes were performed using SPSS-22 and AMOS-24.

The results of data analysis showed that the parent-child conflict had a direct and positive effect on difficulties in emotional regulation (β= 0/51; p<0/01); but it did not have a direct effect on academic engagement (p>0/05). Also, difficulties in emotional regulation harmed academic engagement (β= -0/25; p<0/01). Indirect results showed that difficulties in emotional regulation could mediate the relationship between parent-child conflict and academic engagement (β= -0/13; p<0/05).

Thus, the greater the parent-child conflict, the greater the emotional problems of young people, and the greater the difficulty in regulating emotion, the less academic engagement.

This research was conducted with the purpose of mediating the role of mindfulness in the relationship between cognitive abilities and wisdom in students.

The cross-sectional research method was correlational. The statistical population of this research was made up of all the students of the free universities of Tehran province in the academic year 2021-2022, of which 380 people were selected by multi-stage cluster sampling method. In this research, tools of wisdom (Ardelt, 2003), cognitive abilities (Najati, 2013) and mindfulness (Ryan and Brown, 2003) were used, all of which had acceptable validity and reliability. In order to analyze the data, structural equation modeling was used with SPSS-V23 and Lisrel-V8.8 software.

The research findings showed that the model has a good fit. Also, the findings showed that cognitive abilities had a direct effect on the wisdom of students; The effect of cognitive abilities on wisdom directly (t = 11.33 and β = 0.73) and indirectly cognitive abilities on students' wisdom through mindfulness was confirmed with 95% confidence.

According to the findings, the results show that increasing the variables of cognitive abilities and mindfulness can be expected to increase wisdom in students.

The humor and academic engagement in students improve their academic performance and success. Therefore, the aim of this research was determine the effectiveness of flourishing education on humor and academic engagement in high school students.

The present research was an applied with pre-test and post-test design with experimental and control groups. The statistical population of the research was male and female high school students in Chalous city in the academic year 2019-20. The statistical sample of the research was 30 people who were selected by available sampling method and randomly replaced into two equal groups (15 people in each group). The experimental group underwent the flourishing education 8 sessions of two-hour during two months (one session per week) and the control group during this period did not receive any training. Both experimental and control groups in the pre-test and post-test stages were evaluated in terms of humor (Khashouei, Arizi Samani and Aghaei, 2009) and academic engagement (Reeve and Tseng, 2011) and the data obtained from their implementation were analyzed by methods of univariate analysis of covariance and multivariate analysis of covariance in SPSS software.

The findings showed that flourishing education led to increase the humor and all five components including the enjoyment of humor, laughter, verbal humor, humor in social relationships and humor in stressful conditions in high school students (P<0.05). Also, flourishing education led to increase the academic engagement and all four components including the engagement of cognitive, emotional, behavioral and agency in high school students (P<0.05).

The findings indicated the effectiveness of flourishing education on increasing students' humor and academic engagement. Therefore, planning to improve them through workshops can play an effective role in promoting students' humor and academic engagement.

The desirable and harmful effects of cyberspace on different aspects of life especially education and schooling have always been a subject of debate. Thus, the main purpose of the study was to investigate the effect of lifestyle influenced by cyberspace on academic engagement of students. The statistical population consisted of high school students (junior and senior) of the city of Dehloran (Ilam Province, Iran) in the academic year 2018-19., 360 of whom were selected as the sample through cluster random sampling. The necessary data were collected by two standard questionnaires, i.e., Reev’s (2013) student engagement questionnaire and Taheri’s (2014) questionnaire. Cronbach’s alpha was used to measure the reliability of both questionnaires (α = 0.88). The correlation coefficients showed that there is a significant negative relationship between lifestyle influenced by cyberspace and academic engagement (r=-0.39, p≤0.001). Analysis of structural equation modeling (SEM) with AMOS also indicated that the lifestyle influenced by cyberspace variable and its six dimensions (knowledge acquisition, communication, identity, services, enjoyment seeking, and outcome) were able to predict 51% (R2=0.51) of the variance in the academic engagement variable (β= -0.53 and p≤0.00). The results showed that lifestyle influenced by cyberspace had a negative effect on academic performance of students. Therefore, it was concluded that such lifestyle needs to be modified with a view to attain maximum benefits and minimum costs.

The aim of this study was to determine the effectiveness of teaching cognitive and metacognitive strategies on self-efficacy and academic engagement of female students with learned helplessness.This research was conducted in a quasi-experimental manner including a pretest-posttest design with a control group. The statistical population of the study included all 11th grade students of Maragheh schools in the academic year of 2019-2020 with a number of..number of 581 people. After the implementation of the Queens and Nelson (1988) learned helplessness questionnaire, 136 of them were diagnosed as learned helplessness. Purposeful method was used for sampling. Therefore, 40 eligible volunteers were randomly divided into 2 groups (20 in the experimental group and 20 in the control group) and entered the study. Subjects in both groups completed the academic self-efficacy questionnaires of Owen and Framan (1988) and the academic motivation of Scavofili et al. (2002) in the pre-test and post-test stages. The experimental group underwent educational intervention on cognitive and metacognitive strategies of Karami et al. (2014) for 8 sessions. Significance level was considered 0.05 for all tests. The results showed that teaching cognitive and metacognitive to the participants in the experimenta group, increased their scores……of academic self-efficacy (P<0.001) and academic motivation (P<0.001) in the post-test According to the research findings, it can be concluded that students with learned helplessness believe that events are uncontrollable. If they are exposed to the teaching of cognitive and metacognitive strategies, their self-efficacy and academic motivation will increase..

The aim of this research was determine the relationship of academic engagement, school engagement and school belonging with academic achievement by mediated the academic achievement motivation in male students.

This study was a descriptive from type of correlation. The study population was senior male students of districts 2 and 5 of Tehran city in the academic years of 2018-19. The sample size was estimated 604 people who were selected by multi-stage cluster sampling method. The research tools were included the academic engagement questionnaire (Fredericks et al, 2004), school engagement scale (Viga, 2016), school belonging scale (Arslan & Duru, 2017), academic achievement motivation questionnaire (Hermans, 1970) and average of the previous semester as an indicator of academic achievement. Data were analyzed with using Pearson correlation coefficients and path analysis methods in SPSS and AMOS software.

The findings showed that the mode of academic engagement, school engagement and school belonging with academic achievement by mediated the academic achievement motivation had a good fit. Also, all three variables of academic engagement, school engagement and school belonging on academic achievement motivation and academic achievement and the variable of academic achievement motivation on academic achievement had a direct and significant effect (P<0.05). In addition, academic engagement, school engagement and school belonging by mediated the academic achievement motivation had an indirect and significant effect on academic achievement (P<0.05).

According to the results to increase and promote academic achievement, it is possible to provide the basis for improving the academic engagement, school engagement, school belonging and academic achievement motivation.

The purpose of present  study was to determine the relationship between responsibility and academic engagement by mediation of self-concept among the Warfare Victims’ Children High School of East Azarbaijan Province. The research design was descriptive and correlational. The statistical population consisted of all students of the sacrificial children who were studying in the schools of East Azarbaijan during the academic year of 1397-98. out of this population, 332 individuals were selected through multi-stage random sampling. Data were gathered using an Academic Fredricks engagement questionnaire (2004), Kourdloo responsbility questionnaire (2010), and Beck and Steer self-concept questionnaire (1978). Hierarchical regression analysis and Sobel test were used to analyze the data. The findings showed that there is a significant statistical relationship between academic engagment with responsibility and self concept. Responsibility alone accounts for only 7%, but with the concept of self-control, 23% of the variance in academic engagment. The Sobel test showed that the effect of the self consept as a mediator was significant [P <0.01, z = 6.26). The notion of self as mediator plays a role in the relationship between academic passion and responsibility

Present research was conducted with aim of modeling of academic engagement based on school climate and quality of life with mediated self-regulation in students.

This study was cross-sectional from type of correlation. The study population was female high school students of Tehran city in the 2019-20 academic years. The research sample was 350 students who were selected by multi-stage cluster sampling method. In addition to the demographic information form, to collect data were used the questionnaires of academic engagement (Fredericks & et al, 2004), school climate (Lee & et al, 2017), quality of life (War & Sherbourne, 1992) and self-regulation (Bouffard & et al, 1995). Data were analyzed by structural equation modeling method in SPSS-22 and LISREL-8.8 software.

The results showed that the mode of academic engagement based on school climate and quality of life with mediated self-regulation in students had a good fit. Also, school climate had a direct and significant effect on self-regulation and academic engagement, quality of life had a direct and significant effect on academic engagement and self-regulation had a direct and significant effect on academic engagement (P<0.05), but quality of life had not a significant effect on self-regulation (P>0.05). Other results showed that the school climate with mediated self-regulation had an indirect and significant effect on academic engagement (P<0.05), but the quality of life with mediated by self-regulated had no significant effect on academic engagement (P>0.05).

According to the results, to improve students' academic engagement can be done by improving their school climate, quality of life and self-regulation.