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1- department of psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
Abstract:   (177 Views)
The concept of academic engagement refers to the quality of effort that educators spend on purposeful educational activities to achieve the desired results directly. In general, the concept of academic engagement emphasizes the role of self-awareness in study, designing metacognitive ideas and self-regulation. The aim of this study was to test the model of academic engagement based on the basic psychological needs of students in school through the mediation of conscious academic control in procrastinating students. The statistical population included all female high school students in Bandar Imam Khomeini (RA) who were studying in the academic year 1397-98. First, a sample of 400 people was selected using cluster random sampling method. Then based on the criteria for entering the research(High school education, being single and not having a history of serious medical and psychiatric illnesses require medication, a standard deviation score higher than the average of the prototype on the procrastination scale) A total of 167 procrastinating students were selected as the research sample and answered the questionnaires of Tian et al.chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))s  basic psychological needs of students in School. Pery et al.chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))s conscious academic control and Reeve academic engagement. Data were analyzed using structural equation modeling using statistical software package for social sciences (SPSS), version 23 and torque structure analysis software (AMOS) version 23. The mean and standard deviation of the age of the study participants were 15.06 and 2.4 years, respectively. The results showed that the proposed model has a good fit in all fitness indicators. The results of data analysis showed that there is a direct, positive and significant relationship between basic psychological needs and academic activity (p  ≤ 0.01 and β = 0.27). Also, the direct relationship between academic control and academic engagement is positive and significant (p  ≤ 0.05 and β = 0.16). In addition, the direct relationship between basic psychological needs and academic control was statistically significant (p ≤0.01 and β = 0.28). With the presence of the mediating variable of conscious academic control, the relationship between studentschr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))) basic psychological needs in school and academic engagement was still significant. This means that conscious academic control mediates in part the relationship between studentschr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))) basic psychological needs at school and academic engagement. As a result, procrastination among students can be improved by meeting their basic psychological needs in school, their perceived control over education, which in turn leads to more academic engagement. Finally, the researcher considers it necessary to mention that the findings of the present study need to be interpreted and generalized in the context of its limitations. The most important point that needs to be mentioned is that the hypothetical model of this research has been tested on students of procrastination. The relationships proposed in this research model should be generalized to other groups with special caution. Conducting research using only self-reporting tools instead of studying behavior was another limitation that requires special care in generalizing and interpreting the results Complementary research with experimental and causal-comparative methods, especially with the control of studentschr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))) gender, is recommended in this research field.
     
Type of Study: Research |
Received: 2020/12/13 | Accepted: 2021/01/21

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