Seyedeh Zahra Ferdowsi; Mojgan Sepah Mansoor; afsaneh ghanbary panah
Volume 16, Issue 56 , April 2022, , Pages 76-90
Abstract
The aim of the present study was to investigate the role of mediating social support, perception, and self-perception in relation to beliefs, intelligence, and cognitive flexibility with academic performance. The research method was descriptive-correlation in the form of structural equation modeling. ...
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The aim of the present study was to investigate the role of mediating social support, perception, and self-perception in relation to beliefs, intelligence, and cognitive flexibility with academic performance. The research method was descriptive-correlation in the form of structural equation modeling. The statistical population was all male and female students in the ninth grade of the first year of high school in Tehran in the academic year of 1997-98. 450 students were selected as a sample using multi-stage cluster random sampling method. The research instruments included the Dortaj (2004) Academic Performance Questionnaire, Abdel Fattah Hawitz (ITIS), Cognitive Flexibility (CFI), Deniso & Wonderwell (2010), Perceived Social Support (MSPSS), Zimento et al. Research data were analyzed using structural equation modeling. The findings indicated that perceived support did not play a mediating role in the relationship between intelligence variables and academic performance. Also, the relationship between intelligence beliefs and academic performance with the mediating role of self-perception showed that the indirect effect is not significant. Another finding on the mediating role of support and perception in the relationship between cognitive flexibility and performance showed that the relationship between variables has an indirect and significant effect, but self-perception is not able to play a mediating role in the relationship between cognitive flexibility and performance. It can be concluded that in this age group (ninth grade), cognitive flexibility directly and indirectly affects academic performance through perceived social support. The research findings are useful for education policy makers.
Mohammad Yamini; Hossein Mahdiyan; Fereshteh Rahmati
Volume 15, Issue 54 , October 2021, , Pages 126-136
Abstract
This study aimed to determine the mediating role of academic motivation in the relationship between IQ and academic resilience. This research was a survey research with correlation study (structural equations). The sample consisted of 350 high school female students in Bojnourd in the academic year of ...
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This study aimed to determine the mediating role of academic motivation in the relationship between IQ and academic resilience. This research was a survey research with correlation study (structural equations). The sample consisted of 350 high school female students in Bojnourd in the academic year of 2015-2016 who were selected by multistage cluster sampling. Sample members completed the Samutelz Resilience Questionnaire (2004), Harter Academic Motivation Questionnaire (1981), and Abdul Fattah and Yates (2006) Intelligence Beliefs. Data analysis was performed using SPSS-21 and AMOS-21 software and structural equation modeling method. The results showed that there was a significant relationship between academic motivation, IQ and academic resilience (P<0.01), but academic motivation did not play a significant mediating role between IQ and academic resilience (P <0.05). According to the results, it can be said that IU beliefs and academic motivation are very important in the formation of academic resilience, but academic motivation alone can play a mediating role between IQ beliefs and academic resilience and it is necessary to influence others. Psychological and contextual variables to be examined.
Noorgaldi Yazdani; Hqamzeh Ganji; Hassan Pashasharifi; Khadijeh Abolmaali
Volume 12, Special Issue , June 2018, , Pages 195-214
Abstract
The purpose of this study was to provide a structural model of the relationship between personality traits, intelligence beliefs and meta-cognitive awareness with test anxiety by mediating the educational self-efficacy in male students. This research was a correlation research and structural equation ...
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The purpose of this study was to provide a structural model of the relationship between personality traits, intelligence beliefs and meta-cognitive awareness with test anxiety by mediating the educational self-efficacy in male students. This research was a correlation research and structural equation model. The statistical population consisted of all secondary school students in Bojnourd who were studying in the academic year of 1399- 1395. The multi-stage cluster sampling method was used. The test anxiety questionnaire (Abolghasemi et al., 1996) was designed to measure the variables The questionnaire of intelligence beliefs by Abdolfattah and Yeats (2006), the test anxiety questionnaire (TAI), NEO-FFI, metacognitive awareness scale (Mokhtari and Richard, 2002), Morgan and Jinns's academic self-efficacy scale (1999) used. The results showed that all factor loads of the markers are meaningful on their own variables. Also, all of the direct path coefficients of the exogenous variables including personality traits, intelligence beliefs and metacognitive awareness to academic self-efficacy, and academic self-efficacy to test anxiety were significant at the alpha level of 0.05. In addition, the model could account for more than 58% of academic self-efficacy and 30% of test anxiety changes. Also, the indirect effects of personality traits, metacognitive awareness and intelligence beliefs on test anxiety were significant through academic self-efficacy.
