جستجوی مقالات مرتبط با کلیدواژه « درگیری تحصیلی » در نشریات گروه « روانشناسی »

The present study was conducted with the aim of investigating the effect of emotional literacy training on academic engagement and theory of mind of 9-12 year-old girls. The research method was semi-experimental with pre and post- test with a control group. The statistical population included female students aged 9 to 12 in the city of Isfahan in the academic year 2020-21. Of these, 24 were selected based on availability and randomly assigned to either a control group (N=12) or an experimental group (N=12) groups. The experimental group received eight sessions of emotional literacy training for 60 minutes, and the control group did not receive any training. All participants completed the following questionnaires: Zarang's (2012) Academic Engagement Questionnaire and Stirenman's (1999) Theory of Mind Test. Results of Mann-Whitney U test showed that emotional literacy education improved the level of theory of mind and academic engagement of students. Therefore, emotional literacy training in schools and counseling centers can be used to increase students' theory of mind and academic engagement

The aim of this study was to develop a causal model of academic engagement based on academic mindfulness with the mediating of fear of self-compassion, academic wising and core self-evaluations in students. The research method was correlational (structural equation modeling). The statistical population consisted of all students in Bu-Ali Sina University in the academic year of 2022-2023. To determine the sample size, 420 students were selected using the multistage cluster random sampling method. The instruments for data gathering included an academic engagement questionnaire (Reeve & Tseng, 2011; Reeve, 2013), an academic mindfulness questionnaire, a fear of self-compassion scale (Gilbert et al., 2011), an academic wising scale and core self-evaluations scale (Judge et al., 2003). Data were analyzed using Pearson correlation and structural equation modeling. The findings indicated that the model was confirmed by the excellent fit. The results of the model showed that academic mindfulness, fear of self-compassion, academic wising and core self-evaluations had a direct and significant effect on academic engagement. Moreover, the results showed that academic mindfulness mediated by fear of self-compassion, academic wising and core self-evaluations had a significant effect on academic engagement. In this study, the effect of variables mentioned on student's academic engagement was confirmed. This shows the importance of attention to these four variables in order to explain academic engagement.

This research was conducted with the aim of developing a self-confidence training package and its effectiveness on students' mental health and academic engagement.

The research method was of a mixed type (qualitative and quantitative). The qualitative part was the compilation of the educational package and the quantitative part was an experiment with a pre-testpost-test plan with a control group. The educational package according to the information obtained from the interviews with the experts who were selected by the snowball method and purposefully, Compilation and content validity and its content validity index were determined by experts. In the quantitative part,the statistical population was all male students of the fourth grade of elementary school in Shabestar city in the academic year 2020-2021. The sampling method was purposeful so that two schools in the city were randomly selected and The Academic engagement Questionnaire and the Children and Adolescents Mental Health Questionnaire were administered. From the subjects whose score in the academic engagement questionnaire was one standard deviation lower than the average and in mental health questionnaire was one standard deviation higher than the average, 40 people were randomly selected and in the experimental and control groups. The experimental group received 8 sessions of the selfconfidence training program. Then post-test was performed on both groups. Data were analyzed using analysis of covariance.

The results showed that after the self-confidence training, the average scores of the experimental group's academic engagement increased and their mental disorder decreased.

As a result, it can be stated that self-confidence training is one of the effective ways to increase mental health and academic engagement of fourth grade elementary school male students in Shabestar city.

E-learning, as an alternative to classical education in class, enables students to access information without time limitation and geographical limitations (Al-Samarai, 2016). Although e-learning makes interaction and active learning possible,  one of the challenges e-learning confronts with them is the real level of learners' engagement in academic tasks and their real learning and academic achievement. of course, from the start of e-learning formation, this issue has been a concern and also a constant contemplative question. But, in a recent year, with the prevalence of coronavirus and thereby the pervasiveness of e-learning, learners' academic engagement issues in the online space have been questioned by custodians, parents, teachers, and all individuals involved in education. So, the purpose of the present research is to develop a causal model of students' academic engagement in cyberspace based on parents' meta-emotions, Family Communication Patterns and academic emotions.
 
Therefore, the type of research is descriptive-correlational. The statistical population of this study includes all secondary school students in Tehran.The sample size is equal to 400 high school students, who were selected from the statistical population by available sampling. The instruments used were the Family Pattern Communication Questionnaire (RFCP), Rio & Tsang (AES), Swayne Bourne's Parents' Farahijani Perspective (SMEPS), Packran, Goetz, and Perry (2005). The obtained data were analyzed by the structural equation method and PLS3 software.
 
The results showed that 38% of the changes in the variables of positive emotions and 23% of negative emotions are explained by the variables of communicative communication pattern, conformity communication pattern, Farahijani perspective of leadership, Farahijani perspective of consciousness. Also, 47% of the changes in the academic engagement variable are explained by the variables of conversational communication pattern, conformity communication model, Farahjani perspective of leadership, Farahjani view of consciousness, positive emotions and negative emotions. The value of Q2 related to the structure of positive emotions, negative emotions and academic engagement is 0.32, 0.13 and 0.27, respectively, which indicates the proper fit of the structural model and confirms the proper fit of the structural model of the research.
 
From the results of the present study, it is concluded that the academic performance of students in the context of e-learning depends on a set of internal and external factors, and to address the challenges of e-learning, a set of these factors should be considered.

The aim of the present research was the study of relation between Academic Achievement Well-being and Multidimensional Perfectionism through mediative role of Student Engagement. The Statistical Society of the research included the all of the female teenager students who were educating in the secondary high schools of Tehran in 1400-1401 academic year. A sample of 373 people was selected by Sampling method of clustered Multi-stage. Achievement well-being questionnaire, Frost Multidimensional Perfectionism Scale and Reeve Academic engagement Scale were the measurement means of the research. The collected data were analyzed by using Structural Equation Model in order to determine the fitness of the model. The findings of the research showed that the direct (β=-.330 , P< . 05) and indirect (β=-.198, p<.05) standard effect sizes of Multidimensional Perfectionism on Academic Achievement Well-being through mediation of Student Engagement were significant. Designing a more accurate model of Academic Achievement Well-being is the innovation of this research. The results of the research supported the examined model and that it was an appropriate model in order to explain Academic Achievement Well-being based on Multidimensional Perfectionism through Mediation of Student Engagement in female teenagers. It is suggested that the results of this research is used in designing and performing “ An instructive plan for enhancing Academic Engagement appropriate with Post- Covid-19 era based on positively directing students’ perfectionism’’ in order to develop their Academic Achievement Well-being.

This study aimed to determine the effectiveness of meaning therapy on self-efficacy and academic engagement in depressed high school students. The research method employed was semi-experimental with a pre-test-post-test design and a control group, including a three-month follow-up period. The statistical population comprised all depressed students in girls' high schools in Khomein City during the academic year 2021-2022. A sample of 30 individuals was randomly selected, with 15 in each group (experimental and control group) using the purposeful sampling method. For the intervention, the general self-efficacy scale (GSE, Scherer et al., 1982), the academic engagement scale (AES, Zerang, 2012), and a 12-session protocol (one 90-minute session per week) of Hotzel (2002) meaning therapy were utilized. Data analysis was conducted using analysis of variance with repeated measurements. The results indicated a significant difference between the pre-test and post-test stages of self-efficacy (p<0.001) and the follow-up pre-test (p<0.001). Similarly, a significant difference was observed between the pre-test and post-test stages of academic engagement (p<0.001) and the follow-up pre-test (p<0.001), highlighting the effectiveness of the intervention. Therefore, the use of meaning therapy can contribute to an increase in self-efficacy and academic engagement in depressed students.

The present study aimed to determine the role of internet addiction in predicting students' academic self-efficacy and academic engagement during the Covid-19 pandemic. Thus, a sample of 150 students in University of Birjand was selected using convenience sampling method and completed the Internet Addiction Test (IAT), Academic Self-Efficacy Scale (CASES) and Academic Engagement Scale (AES). To analyze the data, structural equation modeling with partial least square approach (PLS-SEM) was employed. Results indicated that the path coefficients related to the role of internet addiction in predicting academic self-efficacy and academic engagement were (β=-0.57) and (β=-0.64). The results indicate that internet addiction can account for 33% of the changes in academic self-efficacy and 41% of the changes in academic engagement. According to the findings, it seems that a significant part of the students' self-efficacy beliefs and their active involvement in academic subjects are weakened under the influence of internet addiction. Therefore, implementing effective interventions to manage the use of the Internet among students is highly important.

The aim of this study was to examine effect of adolescent-centered mindfulness training on resilience and academic engagement in second-year high school girl students with symptoms of social anxiety. The quasi-experimental research method with a pre-test-post-test design along with a follow-up period with the control group was used. The statistical population included all female high school students in Tehran in 2020. In order to select the sample, cluster sampling method was used and four schools were randomly selected from among girls' secondary schools in Tehran. The social anxiety questionnaire was administered to the students. Those students who scored one standard deviation higher than the average in this questionnaire and volunteered to participate in the research, 30 students were randonly selected and were assigned to the experimental and the control groups (15 students in each group). The experimental group received eight sessions of adolescent-centered mindfulness training, while the control group did not receive any. The data collection tools in the pre-test, the post-test, and the follow-up phases included Connor-Davidson Resilience scale, the Academic Engagement, and the Social Anxiety scale for adolescents. The research data were analyzed by repeated measures method. The results showed that the adolescent-oriented mindfulness training package had a significant effect on improving students' academic resilience and academic engagement in the post-exam phase, and the effect remained in the follow-up phase. It is concluded that adolescent-oriented mindfulness training is a suitable method for improving academic resilience and academic Engagement among female students with social anxiety symptoms.

The aim of this present study was to investigate the effect of blended learning on students' mental health, academic motivation and academic engagement. This research was an applied research in terms of its purpose and a descriptive semi-experimental research in terms of implementation. From the statistical population of 721 students of Payam Noor Khalkhal University in the academic year of 2023-2024, using the purposeful sampling method, based on the Kerlinger formula, 60 people were randomly divided into two groups of 30 people, an experimental group and an alternative control group were replaced. The tools used include teaching the combined teaching method; Erikson and Nanon's mental health (2018); Harter's academic motivation (1981) and Zarang's academic engagement (2011). Covariance analysis was used to analyze the data. The results of the research showed that combined training on interaction, hetagogy, pedagogy, Technology and has an effect on mental health (p<0.01). The effect of combined training on external motivation and internal motivation was also positive and significant. Also, the results of the effect of combined training on motivational involvement, cognitive involvement, behavioral involvement and academic engagement (p< 0.01) were also positive and significant. The final result is that, if the combined education approach as an effective external educational factor based on multimedia, hypertexts, hyperlinks, mocks, podcasts and metaverse is well assessed, designed, implemented and evaluated; It will increase the satisfaction, competence, trust in personal beliefs and participation of learners, which will eventually lead to mental health, academic motivation and academic involvement of learners respectively.

Academic achievement among adolescents is intended to be explained by a model that incorporates inhibition strategies and cognitive appraisal, with adolescent practical, behavioral, cognitive, and emotional academic involvement serving as a mediator. The research method was descriptive correlation. The statistical sample comprised Shiraz’s first-year secondary school students during the 2018-2019 academic year. Random cluster sampling was used to select 389 eighth and ninth graders (197 boys and 232 girls) who completed the Gross (ERQ), Emotion Regulation Questionnaire (ERQ) and the Academic Engagement Rio (AES). The path analysis method and Amos24 software were employed to analyze the data. The results revealed that academic achievement is influenced both directly and indirectly by cognitive reassessment’s emotion regulation strategy via emotional and behavioral engagement. Positive and statistically significant was the inhibitory emotion regulation strategy in predicting practical engagement. Furthermore, academic achievement was positively and significantly predicted by cognitive appraisal strategy, in addition to behavioral, cognitive, affective, and practical accomplishments. Positive and significant predictors of academic achievement were found to be behavioral and affective engagements alone, among the various components of academic engagement. By placing emphasis on the cognitive reassessment strategy in emotion management training for adolescents, it is possible to implement effective measures that foster academic engagement in the realm of behavior and emotions, and ultimately improve the academic performance of adolescents.

The purpose of this study was to investigate the effect of positive thinking intervention on academic burnout and academic engagement of fifth-grade elementary school students in Kerman, Iran. The research method was semi-experimental. At first, 100 students were given the questionnaire on academic burnout and academic engagement. Subsequently, 40 students who had weak to moderate academic engagement and high academic burnout were selected as the study sample and were randomly assigned to two experimental and control groups. In this study, two standard questionnaires on academic burnout and academic engagement and also a standard package of positive thinking interventions were used. The participants of the experimental group were trained for the eight sessions of 90 minutes, while the control group did not participate in positive thinking classes during this period. Before starting the training, a pre-test was administered to both experimental and control groups. The results showed that positive thinking training had a significant effect on students' academic burnout and their academic engagement. Therefore, it can be concluded that teaching positive thinking to students is especially important for positive relationships with others with the help of features such as establishing warm and reliable relationships, high empathy, and interpersonal intimacy. Also, teaching positive thinking in students removes negative thoughts and cultivates positive thoughts, increases the energy level and capability of students, and provides the possibility for them to turn failure into success and threat into opportunity by getting rid of negative thinking.

Academic engagement is one of the key factors affecting student success and one of the most important indicators of the quality and progress of education. With the spread of virtual education, the quality of family performance has been considered as an important element in the academic engagement of students. Based on this, the aim of this research is to determine the role of family communication patterns in the academic engagement of students in online classes.

This research is descriptive research of the post-event type. The statistical population of the research included all second-grade high school students in Tehran in 2020-21, and 400 of them were selected using available sampling method. Then, in order to obtain research data, the questionnaires of family communication patterns of Fitzpatrick and Ritchie (1997) and academic involvement of Reeve and Tseng (2011) were used. Data analysis was done using one-way and multivariate analysis of variance with the help of SPSS.26 software.

The findings confirmed the role of family communication patterns in the academic engagement of students in online classes. The level of academic conflict in students from families with consensual and pluralistic communication patterns was higher than the level of academic conflict among students from families with protective and unrestricted communication patterns (P<0.001). The average scores of students' academic engagement in families with agreeable and pluralistic communication patterns did not have a significant difference from each other. Also, there was no significant difference between students in families with unrestricted and protective communication patterns in terms of academic engagement.

It can be concluded that family communication patterns are effective in increasing the academic engagement of students in online classes and it is possible to improve the academic engagement of students by modifying the communication patterns of families.

This study aimed to determine the effectiveness of the academic ethics package on educational engagement and the academic flow of high school students. The research method was a quasi-experimental pretest-posttest with a control group. The statistical population of this study was the high school students in Sanandaj in the academic year 2020-2021, from which 60 people were selected by purposive sampling method and then randomly assigned to two groups of 30 experimental and Control Groups. The Academic Ethics program was implemented for the experimental group for a 90-minute session every week. educational engagement (Zerang 2012- EEQ) and academic flow (Martin, Jackson, 2008- FSS) were used to collect data. Data were analyzed using multivariate analysis of covariance. The results of the analysis showed that by controlling the pre-test effect, there is a significant difference between the post-test average of educational engagement and academic flow in the two test and control groups at the P<0.001 level. From the above findings, it can be concluded that academic ethics education is effective in increasing students' educational engagement and academic flow. According to the results of the research, it is suggested that teachers and practitioners in the field of education improve students' academic engagement and academic flow by applying academic ethics in educational programs.

In the last two decades, the academic conflict has attracted the attention of researchers and educators because of its comprehensiveness in describing students 'motivation and learning, as well as a strong predictor of students' performance, progress, and success in school. There are many different definitions of academic conflict, with some researchers considering conflict as a process while others have conceptualized it as an outcome. The framework of student achievement blueprints includes several identified personality and psychological elements that potentially influence student achievement; In this regard, we can refer to psychological capital and self-determination. The aim of the present study was a model of academic engagement based on psychological capital mediated by self-determination.  

This research is applied in terms of purpose and correlational in terms of the descriptive method. The study population consists of all twelfth-grade female students in Tehran province in the academic year 2009-2010. The sample consisted of 305 twelfth-grade female students in Robat Karim and Parand who were selected by multi-stage sampling. Students answered the questionnaires on academic engagement (Rio, 2013), psychological capital (Lutans et al., 2007), and self-determination (Ryan and Desi, 2000). After collecting the data, they were analyzed using Spss-24 and Amos-21 software and Pearson correlation coefficient and structural equations. 

The assumed model was fitting in the research community. The results of the analysis showed that the mediating role of self-determination in the relationship between psychological capital and academic conflict is positive and significant and the proposed model explains 33% of the variance of students' academic conflict. The research findings showed that psychological capital and self-determination, directly and indirectly, predict 33% of the variance of academic engagement. Therefore, it can be concluded that psychological capital and academic engagement have a mutual effect, and in other words, a causality and circular relationship can be considered between psychological capital and academic engagement.

Based on the research findings, it was found that the effect of psychological capital is more indirect and self-determining than direct. As a result, students' self-determination and academic engagement increase with increasing psychological capital. Psychological capital facilitates the processes of being required to pay attention, interpret, and maintain positive and constructive emotions in interaction and participation with educational environments due to positive cognitive evaluation of events, which can lead to more involvement with materials. The lesson is to act at the optimal level and increase performance. In fact, people with higher self-efficacy use study and learning strategies more effectively to achieve the desired result, these people use cognitive and metacognitive strategies more, and in educational activities with planning Purposeful and comprehensive effort, overcome academic problems and challenges.

The aim of this study was to investigate the effectiveness of mind map-based study method on students' academic engagement and Its components.

The current study method is a quasi- experimental and Statistical population consisted of all the grade eight male students of Yazd schools were in 2019-2020. 50 students were selected by cluster random sampling method and they were divided into two groups (25 students in each group) by a simple random sampling method. The experiment group had 10 sessions of mind map-based studying method, while the control group received no intervention. To measure the variants, Reeve's academic engagement survey (2013) were used for both groups. The obtained data from pre-test and post-test were analyzed using multivariate and univariate analysis of covariance.

The results showed that teaching the study method based on mind map improved the academic engagement of students in comparison with the control group in the post-test (P<0/01).

Thus, mind mapping study method can be used to increase student academic engagement in educational centers.

The purpose of this research is to investigate social adaptation and progress goals in predicting the academic involvement of students with learning disabilities. The statistical population of this study included all students with learning disabilities in Tehran in the academic year of 2011-2012, and 150 of them were selected by convenience sampling. The measurement tools in this research were Sinha and Singh's (1993) social adjustment questionnaires, Elliott and McGregor's (2001) achievement goals, and Rio's (2013) academic engagement questionnaires, which had acceptable validity and reliability. In order to analyze the data, inferential statistics of Pearson's correlation coefficient and multivariate regression were used using SPSS-23 software. The results showed that between social adjustment and academic involvement; And there is a relationship between achievement goals and academic engagement of students with learning disabilities. Also, the results of statistical analysis indicated that social adaptation and achievement goals are predictors of academic involvement of students with learning disabilities.

E-learning and blended education as new educational approaches due to the use of new technologies and the application of interaction in the education process and the two structures of academic engagement and academic well-being are important as motivating factors for learning. Therefore, the aim of the present study was to investigate the independent,interactive and adjusting relationships between electronic and blended approaches,academic engagement and academic well-being with the academic performance of students in the distance education system. In this experimental study based on three educational waves in the form of theoretical, practical and theoretical-practical education, among 220 people in the statistical population, using stratified random sampling method and based on Morgan and Krejcie table, 140 people were selected as a sample. To conduct the research, a researcher-made questionnaire of electronic- blended approach and a standardized questionnaire of academic engagement and academic well-being, along with academic performance in the form of scores of three tests were used. Correlation test was used for communication and step wise regression was used to explain. There was a relationship between electronic-blended approach, academic engagement (behavioral component) and academic well-being with academic performance in the first wave. In the second and third waves and in the form of interactive relationships, the blended approach had a positive relationship with academic engagement, academic well-being and academic performance compared to the electronic approach; But in the form of adjustment, it was negative.Therefore, multimedia and hypertext and had a greater effect on academic engagement, academic well-being and academic performance.

Today, academic engagement has attracted the increasing attention of researchers and educators due to its comprehensive description of motivation and learning. The present study aimed to investigate the role of time perspective in academic engagement with the mediation of students' self-efficacy.

The study population consisted of all undergraduate students of Yazd University (10436 students) in the academic year 2019-2020. Participants were 381 Undergraduate students (170 women and 211 men) selected based on random cluster sampling. This study used Time Perspective Inventory, General Self-Efficacy, and Academic Engagement scale. Data analysis was done using AMOS software and in the form of structural equation modeling.

The results revealed that future dimensions (β=0.15, P<0.05) and deterministic present (β=-0.27, P<0.01) indirectly and adversely affect academic engagement. In addition, the dimensions of the future (β=0.16, P<0.01) and the hedonistic present (β=0.09, P<0.05) positively and indirectly affect through the mediation of self-efficacy, and the deterministic present has an indirect and negative effect on academic engagement (β=-0.20, P<0.01). In other words, self-efficacy had a mediating role in the relationship between time perspective and academic engagement.

Therefore, it can be concluded that the hedonistic present perspective is harmful when associated with other variables, such as low self-efficacy. However, it is not harmful when accompanied by a high level of self-efficacy, and due to self-efficacy, it increases academic involvement. Furthermore, the results of this research can be used to increase students' academic engagement.