جستجوی مقالات مرتبط با کلیدواژه "حمایت تحصیلی" در نشریات گروه "علوم تربیتی"

The aim of the present study was to investigate the relationship between family cohesion, academic support and academic resilience with the link with the school and its components (commitment, ability, belonging and belief in rules). The method of the present research is descriptive of the correlation type. The statistical population of this research consisted of all 11th grade high school students who were studying in the academic year 1402-1401. From this community, 350 people were selected by multi-stage random sampling method. To measure the research variables, Samani's family cohesion scale, Sands and Plunkett's academic support scale, Samuels' academic resilience questionnaire, and the Brown and Evans school connection scale were used. The data of the research were analyzed using Canonical correlation coefficient and multiple regression analysis using two entry and stepwise methods.The results showed that between the linear combination of family cohesion, academic support components (support from peers, father, mother and teacher) and academic resilience components (future orientation, communication skills and problem-oriented/positivity) with the components of connection with school (commitment, ability, belonging and belief in rules) in students, there is a significant relationship and the set of predictor variables have the ability to predict the criterion variables in this research. Also, the results of the stepwise regression analysis showed that the total predictor variables were 0.41, 0.25, 0.24, 0.36, and 0.26 percent of the components of commitment, ability, belonging, and belief, respectively. The rules and variables explain the connection with the school, which is significant at the P = 0.001 level.

Academic Buoyancy is one of the positive structures of psychology that researchers have paid attention to in the field of education, and attention to the psychological, emotional, and academic components affecting it is becoming more widespread day by day. The purpose of this research is to investigate. The mediating role of academic support and school atmosphere in the relationship between the quality of life at school and the Academic Buoyancy of middle school students in the academic year 1401-02.

The current research is applied according to its purpose, and according to the method of data collection, it is a descriptive-correlation type of research. The statistical population includes all secondary school students of Shirvan city (1500 people). The participants were 280 high school students who were selected using cluster random sampling method and Cochran's formula. All of them completed the relevant questionnaires. Data were analyzed with structural equation model using LISREL software.

The findings showed that there is a positive and significant relationship between quality of life in school, academic support, school atmosphere Academic Buoyancy of secondary school students. The quality of life in school has a positive and significant effect(0/32) on the academic vitality of students, and the quality of life in school, through the mediation of academic support and school atmosphere, has an indirect and significant effect on the academic vitality of students.

In order to increase the Academic Buoyancy of students, schools should try to improve the quality of life in the school and increase as much as possible academic support and make the school atmosphere positive

Academic buoyancy is one of the factors influencing learning and can affect students' academic achievement in various ways. The present study was conducted the aim of explaining the academic buoyancy of students based on family communication patterns and academic support through the mediating role of self-directed learning.

The research method was correlational of structural equation modeling type. The statistical population included all male and female students of junior high school in Sanandaj in the academic year of 2022-2023, from which 390 students were selected by multi-stage cluster sampling method. They answered Dehghanizade & Hosein chari’s Academic Buoyancy questionnaire (2013), Koerner & Fitzpatrick’s Family Communication Patterns questionnaire (2006), Sands & Plunket’s Academic Support questionnaire (2005) and Self-Directed Learning questionnaire of Cheng et al (2010). The data were analyzed with the structural equations modeling via Spss-24 and Amos-24 softwares.

The findings corroborated the good fitness of the model with research data. According to the findings, the direct paths from the conversational pattern, academic support and self-directed learning to academic buoyancy were positive and significant and for the conformity pattern was negative and significant. Also, the indirect paths from family communication patterns and academic support to self-directed learning to academic buoyancy were positive and significant and for the conformity pattern was negative and significant.

In conclusion, the self-directed learning can play a mediating role in the relationship between family communication patterns and academic support with academic buoyancy in students.

The main purpose of this study was to explain the academic emotions based on academic support and achievement goal orientation through the mediating role of academic self-regulation. The research method was correlational of structural equations modeling type. The statistical population included all male and female students of junior high schools in Sanandaj in the academic year of 2021-2022, from which 390 students were selected by multi-stage cluster sampling method. They answered the Academic Emotions questionnaire, Academic Support questionnaire, Achievement Goal orientation questionnaire and Academic self-regulation questionnaire. The data were analyzed with the structural equations modeling via SPSS-21 and AMOS-21 softwares. The findings corroborated the good fitness of the model with research data. According to the findings, the direct paths from the academic support, mastery and performance orientation to positive and negative academic emotions were significant (P <0.01). Also, the indirect paths from the academic support, mastery orientation and functional orientation through the academic self-regulation to positive and negative academic emotions were significant (P <0.01). In conclusion, the academic self-regulation can play a mediating role in the relationship between academic support and achievement goal orientation with positive and negative academic emotions in students.

This study examined the relationship between academic meaning, family flexibility, academic support, perceived class environment, and academic buoyancy, mediated by academic flourishing in female 12th graders in Shiraz. This was a correlational descriptive research. The statistical population comprised 8681 female students, of whom a sample of 400 was selected via multistage cluster random sampling. Six standard questionnaires were administered: the Meaning of Education Questionnaire (Henderson–King & Smith, 2006), Flexibility of the Family Questionnaire (Shakeri, 2003), the Significant Other Academic Support Scale (Sands & Plunkett, 2005), Understanding the Classroom Environment Questionnaire (Dundee, 2001), the Academic Buoyancy Questionnaire (Martin & Marsh, 2006), and Academic Flourishing Questionnaire (Diener & Biswas-Diener, 2010). Family flexibility, academic support, and perceived classroom environment significantly and positively affected academic buoyancy, mediated by academic flourishing.

The purpose of this study was to prediction of academic buoyancy based on academic support and academic self-concept in students. The method of study was correlational. Statistical population of this study comprised of all Ardebil high school students, that among them by using cluster random sampling, 240 samples were selected and finally 235 questionnaires were analyzed. For data collection the Hosein Chary and Dehghanzade Academic Buoyancy Questionnaire, Sands and Plunkett Academic Support Questionnaire and Yesen-chen Academic Self-Concept Questionnaire were used. Data were analyzed by using Pearson’s correlation coefficient and regression analysis. Findings showed that there exist significant positive relationship between academic support and its components and academic self-concept and its components with academic buoyancy of students. Also regression analysis revealed that %30 of the total variance of academic buoyancy can be explained by academic support and academic self-concept. Therefore, it can be concluded that the academic support and academic self-concept are important and related variables to academic buoyancy of students.

This study aimed to investigate the causal relationship between academic engagement and academic support with the mediation of psychological capital. For this purpose, 230 elementary school students of Yasuj were selected through multistage cluster sampling method. Three questionnaires were used to collect data, namely Sands and Plunkett’s, Academic Support Scale, Luthans and Avolio’s Psychological Capital Questionnaire, and Reeve’s Academic Engagement questionnaire. Data was analyzed via path analysis using structural equation modeling. The findings corroborated the good fitness of the model with the research data. Besides, the results demonstrated significant and direct paths between academic support and academic engagement, psychological capital and academic engagement, and between academic support and psychological capital. On the other hand, the indirect path from academic support to academic engagement through psychological capital was also significant. In sum, the results of this study show that academic support by affecting psychological capital can lead to effective involvement of students in educational and learning activities.

The aim of this study was to investigate the mediating role of entrepreneurial passion in the relationship between academic support and virtual entrepreneurship of medical students in Bushehr. The research method was descriptive and correlational. The statistical population included all students of the Bushehr University of Medical Sciences (2136) who was studying in the academic year 2017-2018. The study sample was selected by stratified random sampling method of 326 students. In this study, to collect data, Sands and Plankt academic support questionnaires, Linan and Chen's virtual entrepreneurship inclination and Branbeck et al 's entrepreneurial enthusiasm were used. Data analysis of this study was performed using the Pearson correlation method and path analysis by SPSS and LISREL software. Findings showed that the support of teachers, family and peers has a direct and positive effect on the dimensions of entrepreneurial enthusiasm (founding, innovative, developmental enthusiasm). The findings also showed that the dimension of founding, innovative and developmental enthusiasm has a direct and positive effect on the desire for virtual entrepreneurship. The results of indirect effects of variables also showed that the dimensions of academic support through the mediation of entrepreneurial passion have a positive and significant effect on the tendency to virtual entrepreneurship; Therefore, in order to create a desire for virtual entrepreneurship in students, it is suggested that with the academic support of students, the entrepreneurial passion was strengthened in them and through this entrepreneurial desire, a positive step was taken towards their virtual entrepreneurship.

The purpose of this study was to predict academic vitality based on academic support and motivation for sport participation. The research method was descriptive correlational. The statistical population of the study consisted of all students with learning disabilities in the first high school in Ardabil in the academic year of 2018-2019. The research sample consisted of 105 people (50 girls and 55 boys) with special learning disability who were selected through multistage cluster sampling. Data were collected using the Colorado Learning Inventory, Academic Vitality, Athletic Involvement Inventory and Academic Support Questionnaire. Data were analyzed using Pearson Correlation Coefficient and Regression Analysis. The findings showed that there is a significant positive relationship between motivation for sport participation (and its components) and academic support (and its components) with students' academic vitality. The results of regression analysis also revealed that approximately 49% of the total variance of academic enthusiasm was predictable based on academic support and motivation for sport participation, with the academic support variable having the highest share. Therefore, it can be concluded that sport participation motivation and academic support are variables related to students' academic vitality.

Academic engagement is a very important topic in psychology that researchers have focussed on recently. The purpose of this study was to investigate the relation of academic support to academic engagement by mediation of academic self-regulation. The research was a correlation design. Participants were 292 high school students (115 boys and 177 girls) from Sepidan selected using multistage random cluster sampling method. They completed academic support scale Sands & Plankt academic engagement scale Reeve & Teseng and academic self-regulation scale Buffard et al. Data were analyzed using Structural Equation Modeling in AMOS. The results showed that the model of this research has a suitable fitness. According to the finding, academic support and academic self-regulation had a direct and positive effect on academic engagement. Also, academic support had a direct and positive effect on academic self-regulation. The results of Bootstrup test showed that academic self-regulation has a mediating role in the relation of academic support to academic engagement. It means, academic support predicts positively academic engagement by mediation of academic self-regulation. Accordingly, it can be claimed that supportive resources increase academic engagement among students through promoting their self-regulation levels.

The present study aimed to explore the relationship between academic support and academic burnout by considering the mediating role of quality of life in school among female students. This study was descriptive with a correlational design. The statistical population was all female second-round high school students in 2016 in Qom, Iran. Morgan’s Table was used to select 357 students via stratified random sampling. The data collection instruments included Maslach Burnout Inventory, Sands & Plunkett Academic Support scale, and Ainley & Bourke Quality of life in School Questionnaire. The obtained data were analyzed using descriptive statistics as well as inferential statistics including Pearson Product Moment Correlation, Hierarchical Regression Analysis, and Sobel Z Test. The correlation results indicated that there is a statistically significant negative relationship between academic support and quality of life in school, in one hand, and sub-scales of academic burnout including academic disinterest, emotional exhaustion, ineffectiveness, on the other hand; moreover, there was a statistically significant positive relationship between academic support and quality of life in school. As to Hierarchical Regression Analysis, the results showed academic support can predict academic burnout, and quality of life in school has a mediating role in the relationship between academic support and academic burnout. The findings imply that academic support has a preventive role in developing academic burnout; furthermore, careful planning and effective interventions should be performed to enhance students’ quality of life and their academic guidance.