The mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of primary school in Kashan
The aim of this study was to determine the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan. The research method is essentially descriptive-correlative. The statistical population of the study consists of 1531 female students of the second grade of elementary school in Kashan. The sample size was obtained by cluster random sampling of 200 people. For data collection, Walland (1982) Academic Motivation Questionnaire, Waz & Isaacson (2008) Academic Identity Questionnaire and Keys and Magyarmo (2003) Emotional Well-Being Questionnaire were used, whose authenticity was confirmed by supervisors and academic experts, and their reliability was also confirmed by Cronbach's alpha coefficient test. To data analysis, the structural equation technique was used by means of Lisrel statistical software and Spss statistical software. Findings showed that academic identity is related to academic motivation and dimensions of students' emotional well-being. Academic motivation is related to students' emotional well-being. The results showed that academic motivation has a mediating role in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan.
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