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.
