Volume 29, Issue 10 (12-2022)
RJMS 2022, 29(10): 486-494 |
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Khalili T, Zarei H A, MirHashemi M. Develop a Model for Students' Academic Achievement Through Psychological Capital and Academic Engagement with the Mediating Role of Academic Toughness. RJMS 2022; 29 (10) :486-494
URL: http://rjms.iums.ac.ir/article-1-7834-en.html
URL: http://rjms.iums.ac.ir/article-1-7834-en.html
Department of Psychology, Khoy Branch, Islamic Azad University, Khoy, Iran , alizarei@iaukhoy.ac.ir
Abstract: (289 Views)
Background & Aims: Education is the main mechanism for the development of human skills and academic progress and the main element of national economic development. Although education is the most useful resource for the socio-economic development of any country, many factors can affect educational progress. It is true that if several negative factors are combined, the risk of failure increases. The purpose of this research was to formulate a model for student's academic progress through psychological capital and academic engagement with the mediating role of academic persistence.
Methods: The current research is based on the correlation method and in the group of non-experimental causal designs, it is based on the path analysis method, which examines non-experimental causal relationships through correlation between them, and compared to older methods, such as multiple regression, the ability to identify and control errors It can measure and examine and test complex relationships with several dependent and independent variables. The statistical population of the research included all the sixth-grade elementary school girls of public schools in the 4th education region of Tehran in the academic year 2022-2023. Sample size based on Morgan's table, 240 students were selected by random cluster sampling method. In this way, 6 schools and 2 classes from each school and 20 students from each class were selected from among the schools of the 4 districts of Tehran based on geographical conditions, and finally, Pearson's correlation coefficient and path analysis were used to analyze the data. The research tools included Luthans and Auliou's Psychological Capital Questionnaire (2007), Academic Conflict Questionnaire, Academic Toughness Questionnaire, and Pham and Taylor's (1994) Academic Progress Questionnaire. To analyze the data and calculate the correlation between the research variables using the Pearson correlation method using SPSS 22 software and also to examine the structural relationships between the variables of psychological capital and academic engagement and academic persistence with academic progress through path analysis using the LISREL software. was used The structural equation modeling method is one of the best tools for research analysis in which obvious variables have measurement errors and also the relationships between variables are complex.
Results: The results obtained using structural equation modeling showed that in the whole sample, all path coefficients between variables were statistically significant. The conceptual model of the current research is drawn in Figure 1, considering that each one plays a different role. In this research, the variables of psychological capital and academic engagement are (independent or predictive or exogenous variables), academic persistence as (mediating variables), and academic achievement as (dependent or criterion or endogenous) variables. In this part, using LISREL software, confirmatory factor analysis has been performed to evaluate the measurement models of the research. In the measurement model, for a coefficient to be significant, the absolute value of its significance number (T-value) must be greater than 1.96. The significance number indicates the significance of each obvious variable. Figures 2 and 3 show the research measurement model for the research constructs in two modes: Standardized Solution and T-values.
Conclusion: In this model, the effect of psychological capital and academic involvement (exogenous variable) with the mediating role of academic persistence on academic progress (endogenous variable) was positive and significant. Educational progress is the result of many factors and no researcher can claim with certainty that all factors affecting educational progress can be investigated in one study and a comprehensive model can be presented for it, and also these factors can be changed from one society to another society and another environment. change is So, in order to investigate the most important factors affecting academic progress among different societies, it is necessary to select the most effective variables by referring to the research done and study the effect of these variables on the academic progress of learners. Among the factors that affect academic progress are variables such as psychological capital, academic involvement, and academic tenacity. In this research, according to the background of the existing research, a model was formulated and tested using the path analysis method. The purpose of this research was to fit a structural model of relationships between variables after designing and compiling the proposed model. Examining the fit indices obtained from the model showed that the model has a good fit. According to the structural model, the research results showed that all relationships are significant except for the relationship between academic involvement and academic achievement. On the other hand, considering that the relationship between academic tenacity and academic achievement is significant, therefore academic tenacity has a mediating role between psychological capital and academic achievement. According to the results of the present research and the presented model, which is designed according to the Iranian culture and tested in this context, it is suggested to use this model in the education of Iranian students in order to improve their education and prevent academic failure. On the other hand, holding training courses to inform teachers about the importance of these variables can facilitate the process of students' academic progress. Also, by holding special training courses for students and strengthening research variables, it is possible to improve the academic progress of students. It is suggested to hold useful and effective educational workshops for teachers and students about recognizing academic persistence. There were also limitations in conducting this research. The present research was conducted on sixth-grade female students of District 4 of Tehran, and therefore the generalization of the results to other cities or other provinces should be done with caution. Also, data collection is based on a self-reporting tool (questionnaire) and this type of data collection process may be the source of one-dimensional bias in the use of methods.
Methods: The current research is based on the correlation method and in the group of non-experimental causal designs, it is based on the path analysis method, which examines non-experimental causal relationships through correlation between them, and compared to older methods, such as multiple regression, the ability to identify and control errors It can measure and examine and test complex relationships with several dependent and independent variables. The statistical population of the research included all the sixth-grade elementary school girls of public schools in the 4th education region of Tehran in the academic year 2022-2023. Sample size based on Morgan's table, 240 students were selected by random cluster sampling method. In this way, 6 schools and 2 classes from each school and 20 students from each class were selected from among the schools of the 4 districts of Tehran based on geographical conditions, and finally, Pearson's correlation coefficient and path analysis were used to analyze the data. The research tools included Luthans and Auliou's Psychological Capital Questionnaire (2007), Academic Conflict Questionnaire, Academic Toughness Questionnaire, and Pham and Taylor's (1994) Academic Progress Questionnaire. To analyze the data and calculate the correlation between the research variables using the Pearson correlation method using SPSS 22 software and also to examine the structural relationships between the variables of psychological capital and academic engagement and academic persistence with academic progress through path analysis using the LISREL software. was used The structural equation modeling method is one of the best tools for research analysis in which obvious variables have measurement errors and also the relationships between variables are complex.
Results: The results obtained using structural equation modeling showed that in the whole sample, all path coefficients between variables were statistically significant. The conceptual model of the current research is drawn in Figure 1, considering that each one plays a different role. In this research, the variables of psychological capital and academic engagement are (independent or predictive or exogenous variables), academic persistence as (mediating variables), and academic achievement as (dependent or criterion or endogenous) variables. In this part, using LISREL software, confirmatory factor analysis has been performed to evaluate the measurement models of the research. In the measurement model, for a coefficient to be significant, the absolute value of its significance number (T-value) must be greater than 1.96. The significance number indicates the significance of each obvious variable. Figures 2 and 3 show the research measurement model for the research constructs in two modes: Standardized Solution and T-values.
Conclusion: In this model, the effect of psychological capital and academic involvement (exogenous variable) with the mediating role of academic persistence on academic progress (endogenous variable) was positive and significant. Educational progress is the result of many factors and no researcher can claim with certainty that all factors affecting educational progress can be investigated in one study and a comprehensive model can be presented for it, and also these factors can be changed from one society to another society and another environment. change is So, in order to investigate the most important factors affecting academic progress among different societies, it is necessary to select the most effective variables by referring to the research done and study the effect of these variables on the academic progress of learners. Among the factors that affect academic progress are variables such as psychological capital, academic involvement, and academic tenacity. In this research, according to the background of the existing research, a model was formulated and tested using the path analysis method. The purpose of this research was to fit a structural model of relationships between variables after designing and compiling the proposed model. Examining the fit indices obtained from the model showed that the model has a good fit. According to the structural model, the research results showed that all relationships are significant except for the relationship between academic involvement and academic achievement. On the other hand, considering that the relationship between academic tenacity and academic achievement is significant, therefore academic tenacity has a mediating role between psychological capital and academic achievement. According to the results of the present research and the presented model, which is designed according to the Iranian culture and tested in this context, it is suggested to use this model in the education of Iranian students in order to improve their education and prevent academic failure. On the other hand, holding training courses to inform teachers about the importance of these variables can facilitate the process of students' academic progress. Also, by holding special training courses for students and strengthening research variables, it is possible to improve the academic progress of students. It is suggested to hold useful and effective educational workshops for teachers and students about recognizing academic persistence. There were also limitations in conducting this research. The present research was conducted on sixth-grade female students of District 4 of Tehran, and therefore the generalization of the results to other cities or other provinces should be done with caution. Also, data collection is based on a self-reporting tool (questionnaire) and this type of data collection process may be the source of one-dimensional bias in the use of methods.
Type of Study: Research |
Subject:
Clinical Psychiatry
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