Samira Vakili; Zahra Naghsh; Zahra Ramezani khomsi
Volume 12, Special Issue , June 2018, , Pages 615-627
Abstract
The present study investigates the relationship between academic excitement and progress through the role of academic engagement. The sample consisted of six hundred sixth grade students selected by stratified cluster sampling. The Academic Excitement Questionnaire (AEQ-M), Packer, Goetz and Franzel ...
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The present study investigates the relationship between academic excitement and progress through the role of academic engagement. The sample consisted of six hundred sixth grade students selected by stratified cluster sampling. The Academic Excitement Questionnaire (AEQ-M), Packer, Goetz and Franzel (2005), and the Rio and Tzeng Educational Inventory Questionnaire (2011), which were requested from the subjects, were completed. Students' academic achievement was also assessed through the average score of their middle grades. The findings of the path analysis showed that the model was fit for fit and academic engagement played a mediocre role between academic excitement and progress. Academic excitement and academic conflict were able to explain 0.37 improvement. Disruptive negative emotions like rage to hurt motivation and lead to the processing of superficial information and the lack of academic engagement of students. Therefore, considering the important role and status of positive flows, it seems that the educational environment should seek to develop positive emotions in its students.
