Document Type : Research Article (Quantitative)

Authors

1 PhD Student in Educational Psychology, Department of Psychology, Babol Branch, Islamic Azad University, Babol, Iran.

2 Assistant Professor, Department of Psychology, Babol Branch, Islamic Azad University, Babol, Iran.

3 Assistant Professor, Department of Psychology, Bandar-e-Gaz Branch, Islamic Azad University, Bandar-e-Gaz, Iran.

4 Assistant Professor, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran

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 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.

Keywords

Ahmadi A, Behpajooh A, Shokoohi-Yekta M, et al. (2017) The Effectiveness of Cognitive Plays on Executive Function and Math Achievement of Preschool Children at Risk for Mathematic Difficulties. MEJDS.2017. 7.
Alrashidi O, Phan HP, Ngu BH. (2016) Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations. International Education Studies. 9(12):41-52.
Bailey BA, Andrzejewski SK, Greif SM, et al. (2018) the role of executive functioning and academic achievement in the academic self-concept of children and adolescents referred for neuropsychological assessment. Children. 5(7):83.
Closson LM, Boutilier RR. (2017) Perfectionism, academic engagement, and procrastination among undergraduates: The moderating role of honors student status. Learning and Individual Differences.
Freeston MH, Rhéaume J, Letarte H, et al. (1994) Why do people worry?. Personality and individual differences. 17(6):791-802.
Greene BA, Miller RB, Crowson HM, et al. (2004) Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary educational psychology. 29 (4):462-82.
Kornilova TV, Chumakova MA, Izmailova AG. (2015). Implicit Theories of Intelligence and Personality, Attitudes towards Uncertainty, and Academic Achievement in College Students: A Cross-Cultural Study.
Kremer KP, Flower A, Huang J, Vaughn MG. (2016) Behavior problems and children's academic achievement: A test of growth-curve models with gender and racial differences. Children and Youth Services Review. 67:95-104.
Luu K, Hall PA. (2017) Examining the acute effects of hatha yoga and mindfulness meditation on executive function and mood. 8(4):873-80.
Mahmudaliloo M, Shahjooee T, Hashemi Z. (2011) Comparison of Intolerance of Uncertainty, Negative Problem Orientation, Cognitive Avoidance, Positive Beliefs about Worries in Patient whit Generalized Anxiety Disorder and Control Group. Journal of New Psychological, 5(20).
Malafouris L. (2019) Mind and material engagement. Phenomenology and the cognitive sciences. 18(1):1-7.
Maniaci G, Picone F, van Holst RJ, et al. (2017) Alterations in the emotional regulation process in gambling addiction: The role of anger and alexithymia. Journal of gambling studies. 33(2): 633-47.
Osmanağaoğlu N, Creswell C, Dodd HF. (2018)  Intolerance of Uncertainty, anxiety, and worry in children and adolescents: A meta-analysis. Journal of affective disorders.
Panarello B. (2018) Adolescent Experiences with the Intolerance of Uncertainty, Worry, and Anxious Arousal in Social and Academic Contexts. (Doctoral dissertation, Concordia University).
Randolph JJ, Kangas M, Ruokamo H. (2010) Predictors of Dutch and Finnish children’s satisfaction with schooling. Journal of Happiness Studies.
Rasoli S, Ahmadian H, Jadidi H, Akbari M. (2020) he Effects of a Training Package Based on Self-Regulation Strategies,Academic Engagement, and Self-Handicapping on Procrastination in High School Students..
Strobel M, Tumasjan A, Spörrle M. (2011) be yourself, believe in yourself, and be happy: Self‐efficacy as a mediator between personality factors and subjective well‐being. Scandinavian Journal of psychology. 52(1):43-8.
Weissenstein A, Ligges S, Brouwer B, et al. (2014) Measuring the ambiguity tolerance of medical students: a cross-sectional study from the first to sixth academic years. BMC family practice.
Zrang R. (2011) Relationship between learning styles and academic engagement with academic engagement of Ferdowsi University of Mashhad students.