Advances in Cognitive Sciences

fa بررسی رابطه بین چشم‌انداز زمان و درگیری تحصیلی با نقش میانجی خودکارآمدی در دانشجویان Investigating the relationship between time perspective and academic engagement with the mediation of self-efficacy in students روان شناسی شناختی پژوهشي اصیل Research <div style="text-align: justify;">مقدمه: امروزه درگیری تحصیلی به دلیل جامعیت در توصیف انگیزه و یادگیری توجه روز افزون پژوهشگران و مربیان را به خود جلب کرده است، هدف پژوهش حاضر بررسی نقش چشم‌انداز زمان در درگیری تحصیلی با واسطه‌گری خودکارآمدی دانشجویان بود. روش کار: پژوهش حاضر یک مطالعه همبستگی در قالب معادلات ساختاری بود. جامعه پژوهش حاضر شامل تمامی دانشجویان کارشناسی دانشگاه یزد (10436 نفر) در سال تحصیلی 1399-1398 بود. شرکت‌کنندگان شامل 381 دانشجوی کارشناسی (170 دختر و 211 پسر) بودند که به روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. در این پژوهش از مقیاس چشم‌انداز زمان، درگیری تحصیلی و خودکارآمدی استفاده شد. تجزیه و تحلیل داده‌ها با استفاده از نرم‌افزار AMOS و در قالب مدل‌سازی معادلات ساختاری انجام شده است.                                                                       یافته‌ها: نتایج نشان داد ابعاد آینده (15/0=β و 05/0>P) و حال جبرگرا (27/0=β و 01/0>P) اثر مستقیم و معناداری بر درگیری تحصیلی دارد. علاوه بر این ابعاد آینده (16/0=β و 01/0>P) و حال لذت‌گرا (09/0=β و 05/0>P) با واسطه‌گری خودکارآمدی اثر غیرمستقیم مثبت و حال جبرگرا اثر غیرمستقیم و منفی بر درگیری تحصیلی دارد (20/0=β و 01/0>P). به عبارت دیگر خودکارآمدی در رابطه بین چشم‌انداز زمان و درگیری تحصیلی دارای نقش میانجی جزئی بود. نتیجه‌گیری: بر اساس یافته‌ها می‌توان نتیجه گرفت که چشم‌انداز حال لذت‌گرا هنگامی که در ارتباط با متغیرهای دیگری مانند خودکارآمدی پایین همراه باشد مضر است اما در صورت همراهی با سطح بالای خودکارآمدی مضر نمی‌باشد و به واسطه خودکارآمدی، درگیری تحصیلی را افزایش می‌دهد. هم‌چنین می‌توان از نتایج این پژوهش جهت افزایش درگیری تحصیلی دانشجویان استفاده کرد.  </div> Introduction Students, who strive for higher education, have a goal and have tried to achieve this goal. These students have personal and social experiences and perspectives on life events. In other words, everyone has a confident attitude towards time, perceives time in a way and has dimensions of time known as time perspective. The importance of the time perspective is evident in its impact on many vital aspects; cognitions, attitudes, decisions, and actions (5). Accordingly, time perspective is an essential psychological variable related to many areas of human performance and seems to be able to predict academic success and engagement (6). The effect of time perspective dimensions on academic achievement is probably due to more pervasive psychological processes, including academic engagement, affecting academic achievement (7). Academic engagement in learning is crucial, and in the last two decades, due to the comprehensiveness in describing the motivation and learning of students as a strong predictor of student growth outcomes, it has increased the attention of researchers and has attracted coaches (8). What is essential in academic engagement is the system of individual beliefs that self-efficacy is the crucial and prominent among their beliefs. Although there are many motivational structures, self-efficacy is a critical factor in promoting academic engagement and learning (12). Since academic engagement is a valuable educational construct, it is essential to address the issue of academic engagement and the factors affecting it. Thus, the present study aimed to investigate the role of time perspective in academic engagement mediated by self-efficacy in undergraduate students of Yazd University. Methods The current research was a correlational study in the form of structural equations. The statistical population in this study included 10436 undergraduate students studying in the first semester of 2009-2010 at Yazd University. According to Cochran's formula, the sample size included 371 students. In the present study, in order to estimate the model better and compensate for the possible loss of personnel, a sample of 400 students from all university campuses was selected by cluster random sampling method. Then, from each faculty, a number of classes were randomly selected, and questionnaires were administered among them. Finally, a questionnaire of 381 people was analyzed. In order to collect the data, Time Perspective Inventory (4), General Self-Efficacy Scale (17), and Academic Engagement Scale (10) were used. Results The results revealed that future and present fatalistic factors predicted academic engagement. In addition, future and present hedonistic factors, mediating by self-efficacy, have positive indirect effects, and present fatalistic factors negatively and indirectly affect academic engagement. In other words, self-efficacy played a mediating role between time perspective and academic engagement. As can be seen in Figure 1, among the dimensions of the time perspective, the dimensions of the future, hedonistic and deterministic present, and then the deterministic present had the most direct effect (-0.27) and also the most indirect impact (-0.20) on academic engagement. Self-efficacy has an immediate effect (0.36) on academic engagement, which has the highest impact. Figure 1. Direct, indirect, and total effects <table align="center" class="MsoTableGrid" dir="rtl" style="border-collapse:collapse; border:none"> <tbody> <tr> <td style="border-bottom:1px solid black; width:95px; padding:0in 7px 0in 7px; height:25px; border-top:1px solid black; border-right:1px solid black; border-left:1px solid black">Total effect</td> <td style="border-bottom:1px solid black; width:94px; padding:0in 7px 0in 7px; height:25px; border-top:1px solid black; border-right:none; border-left:1px solid black">Direct effect</td> <td style="border-bottom:1px solid black; width:103px; padding:0in 7px 0in 7px; height:25px; border-top:1px solid black; border-right:none; border-left:1px solid black">Indirect effect</td> <td style="border-bottom:1px solid black; width:274px; padding:0in 7px 0in 7px; height:25px; border-top:1px solid black; border-right:none; border-left:1px solid black">Variable path</td> </tr> <tr> <td style="border-bottom:1px solid black; width:95px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:1px solid black; border-left:1px solid black">0.31**</td> <td style="border-bottom:1px solid black; width:94px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:none; border-left:1px solid black">0.15**</td> <td style="border-bottom:1px solid black; width:103px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:none; border-left:1px solid black">0.16**</td> <td style="border-bottom:1px solid black; width:274px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:none; border-left:1px solid black" valign="top">The future to academic engagement</td> </tr> <tr> <td style="border-bottom:1px solid black; width:95px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:1px solid black; border-left:1px solid black">0.09**</td> <td style="border-bottom:1px solid black; width:94px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:none; border-left:1px solid black">-</td> <td style="border-bottom:1px solid black; width:103px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:none; border-left:1px solid black">0.09**</td> <td style="border-bottom:1px solid black; width:274px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:none; border-left:1px solid black" valign="top">Present hedonistic to academic engagement</td> </tr> <tr> <td style="border-bottom:1px solid black; width:95px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:1px solid black; border-left:1px solid black">-0.47**</td> <td style="border-bottom:1px solid black; width:94px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:none; border-left:1px solid black">-0.27**</td> <td style="border-bottom:1px solid black; width:103px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:none; border-left:1px solid black">-0.20**</td> <td style="border-bottom:1px solid black; width:274px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:none; border-left:1px solid black" valign="top">Present fatalistic to academic engagement</td> </tr> <tr> <td style="border-bottom:1px solid black; width:95px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:1px solid black; border-left:1px solid black">0.36**</td> <td style="border-bottom:1px solid black; width:94px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:none; border-left:1px solid black">0.36**</td> <td style="border-bottom:1px solid black; width:103px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:none; border-left:1px solid black">-</td> <td style="border-bottom:1px solid black; width:274px; padding:0in 7px 0in 7px; height:1px; border-top:none; border-right:none; border-left:1px solid black" valign="top">Self-efficacy to academic engagement</td> </tr> </tbody> </table>          **P<0.01 *P<0.05 Conclusion According to the results of structural equation modeling, it was found that among the dimensions of time perspective, the future dimension positively affects, and the deterministic present dimension has a significant direct and indirect negative effect on academic engagement in explaining the relationship between time perspective and academic engagement. Hence, it can be said that one of the factors that play an essential role in the motivation and academic achievement of students is foresight, hope, and having a good vision for the future. Therefore, it can be concluded that having a goal and a vision for the future is related to success, and the ability of people to make connections between current outcomes and future goals and aspirations makes them have more value in their future goals (19). Therefore, it can be said that focusing on the future perspective leads to prudent action, finding different solutions to problems, and focusing on long-term goals, which can ultimately lead to academic achievement. To succeed in learning, students must focus on future outcomes and satisfactorily delay immediate and momentary motivations (7). Futuristic people plan for their future and are confident that their decisions will be successful. Those more inclined to develop their behavior in the future are likely to be better able to perform their abilities in the future, resulting in higher self-efficacy, which can lead to increased academic engagement. Therefore, it can be concluded that the hedonistic perspective is harmful when associated with other variables, such as low self-efficacy. However, it is not harmful if associated with high levels of self-efficacy and therefore increases academic engagement through self-efficacy. Ethical consideration Compliance with ethical guidelines The condition of this research was an image that did not cause mental or physical damage to the study participants. Furthermore, the current research has followed the ethical principles that include obtaining informed consent and the principles of confidentiality of companies for the confidentiality of their information. Similarly, in this research, sufficient information was given to the subjects about how to conduct the research. Besides, the participants were free to withdraw from the study. Notably, the present article is taken from the master's thesis of the first author with the code IR.YAZD.REC.1401.103 in Yazd University. Authors’ contributions Fataneh Haririzadeh and Kazem Barzegar Bafrooei were involved in choosing the topic, statement of the problem, research design, data collection, data analysis, and initial writing of the article; Ahmed Zandavanian participated in the field of statistical analysis and final writing of the article. Funding This research is not under the financial support of any institution or organization. Acknowledgments The authors sincerely appreciate all the students who participated in the study and the esteemed officials of the campuses of Yazd University who cooperated with us in conducting this study.. Conflicts of interest This study did not have any conflict of interest.   <pre style="text-align:justify"> </pre> چشم‌انداز زمان, درگیری تحصیلی, خودکارآمدی, دانشجویان Time perspective, Academic engagement, Self-efficacy, Student 46 59 http://icssjournal.ir/browse.php?a_code=A-10-1173-1&slc_lang=fa&sid=1 Fatana Haririzade فتانه حریری‌زاده 100319475328460015348 100319475328460015348 Yes MA in Educational Psychology, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran کارشناسی ارشد روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه یزد، یزد، ایران Kazem Barzegar Bafrooei کاظم برزگر بفرویی K.barzegar@yazd.ac.ir 100319475328460015349 100319475328460015349 No Associate Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran دانشیار، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه یزد، یزد، ایران Ahmad Zandevanian احمد زندوانیان 100319475328460015350 100319475328460015350 No Assistant Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran استادیار دانشکده روان‌شناسی و علوم تربیتی، دانشگاه یزد، یزد، ایران