The Mediation Roles of Academic Buoyancy and Humor in relationship between Academic Emotions and Academic Engagement
The purpose of present study was to investigate the mediating roles of academic buoyancy and humor in the relationship between academic emotions and academic engagement.
The sample consisted of 332 post- graduate students. The research instruments included academic engagement questionnaire (Rio, 2013), achievement emotions questionnaire (Pekrun & et.al, 2002), epistemic curiosity questionnaire (Kashdan & et.al, 2009), Measure of empathy and sympathy (Vossen & et.al, 2015), sense of humor questionnaire (Martin, 2001), and academic buoyancy questionnaire (Martin& Marsh, 2006).
The findings showed that all the relations were significant except behavioral sub scale with humor, academic engagement with humor, and hope to learning with humor. All of the path coefficients except the path of humor to academic engagement were significant, thus this path omited from conceptual model and the path of humor to academic buoyancy added to model and once more fitness of the model. In first indirect path, academic buoyancy has the mediating significant role in the relationship between academic emotions and academic engagement. Also, humor has the mediating significant role in the relationship between academic emotions and academic buoyancy. Academic buoyancy has the mediating role in the relationship between humor and academic buoyancy, too.
The elements of learning in post-graduate students are important. Therefore Universities should promote educational qualities.
پرداخت حق اشتراک به معنای پذیرش "شرایط خدمات" پایگاه مگیران از سوی شماست.
اگر عضو مگیران هستید:
اگر مقاله ای از شما در مگیران نمایه شده، برای استفاده از اعتبار اهدایی سامانه نویسندگان با ایمیل منتشرشده ثبت نام کنید. ثبت نام
- حق عضویت دریافتی صرف حمایت از نشریات عضو و نگهداری، تکمیل و توسعه مگیران میشود.
- پرداخت حق اشتراک و دانلود مقالات اجازه بازنشر آن در سایر رسانههای چاپی و دیجیتال را به کاربر نمیدهد.