Fereshteh Rastgar; Jamal Sadeghi; Alireza Homayouni; Vahid Fallah
Abstract
Purpose: The aim of this study was to model the structural relationships of executive actions with academic conflict mediated by intolerance of uncertainty in junior high school students in Sari.Methodology: This was a correlational study using structural equation modeling. The statistical population ...
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Purpose: The aim of this study was to model the structural relationships of executive actions with academic conflict mediated by intolerance of uncertainty in junior high school students in Sari.Methodology: This was a correlational study using structural equation modeling. The statistical population of the study was all female high school students in the ninth grade of Sari city in 1398.280 students as a sample size so that first from all 12 schools, including 8 public schools were selected randomly and in the stage Second, 10 classes (30 people) were randomly selected from all classes according to the entry criteria and observing ethical considerations. Collection tools included the Clever Academic Involvement Questionnaire (2012), the Rescue Executive Action Questionnaire (2013), and the Freeston et al. Uncertainty Intolerance Questionnaire (1994). Data were analyzed using SPSS-18 and Amos-23 software and descriptive and inferential statistical methods at a significance level of 0.99.Findings: The results showed that executive actions were associated with academic engagement mediated by ambiguity intolerance (AGFI = 0.987, RSMEA = 0.042). On the other hand, a significant direct relationship was observed between intolerance of uncertainty and executive actions (r = -0.34, p <0.01) and academic conflict (r = -0.31, p <0.01). There was also a significant direct correlation between cognitive actions and academic engagement (r = 0.34, p <0.01). In general, the fitted model showed that the effects of direct and indirect paths of 83% of the educational engagement variable can be explained by intolerance of uncertainty and executive actions.Based on the research findings, cognitive actions and intolerance of uncertainty were associated with academic involvement of students in junior high school.Conclusion: According to the research findings, cognitive actions and intolerance of uncertainty were associated with academic involvement of students in junior high school. Due to the fact that cognitive actions are multidimensional and acquired variables, the pleasure of learning and effort in academic performance can be increased by improving cognitive and metacognitive strategies. Therefore, educational professionals can influence students' academic engagement and improve their academic performance by teaching cognitive actions and increasing the level of uncertainty tolerance in the form of educational programs.
Zahra Emami Khotbesara; Hossein Mahdian; Abolfazl Bakhshipoor
Abstract
Purpose: The present study was conducted with the aim of comparing the effectiveness of academic vitality training and psychological capital on the academic engagement of female students.Methodology: This research was a semi-experimental type with a pre-test and post-test design with a control group. ...
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Purpose: The present study was conducted with the aim of comparing the effectiveness of academic vitality training and psychological capital on the academic engagement of female students.Methodology: This research was a semi-experimental type with a pre-test and post-test design with a control group. The statistical population of this research included all secondary school girls of the 7th district of Mashhad in the academic year of 2020. 45 people who had a lower score in the dependent variable and were willing to participate in training sessions were selected as a sample and were randomly divided into two experimental groups and one control group (15 people in each group). One week after the pre-test for all three groups, one experimental group was exposed to the independent variable of academic vitality training and the second experimental group was exposed to psychological capital training, and the control group did not receive any training and then from all The groups were taken after the test. Rio (2013) standard academic engagement questionnaire was used to collect data. In this research, in order to investigate the differences between groups, multivariate and univariate repeated measure variance analysis was used, taking into account the intragroup (test) and intergroup (group membership) factors.Findings: The results showed that teaching academic vitality and psychological capital increases academic engagement in female students. The results showed that there is no significant difference between the effectiveness of academic vitality training and psychological capital on academic engagement.Conclusion: According to the findings, it can be concluded that academic vitality training and psychological capital are effective in increasing academic engagement and there is no difference between their effectiveness.
