Journal of Research in Educational Systems
Scientific Journal

Testing the Causal Model of Mathematics Academic Boredom Based on Cognitive Strategies and Academic Goal Orientations, Mediated by Academic Hope

Document Type : Original Article

Authors

Elham Nikookar 1
Noorali Farrokhi 2
Fariborz Dortaj 3
Fatemeh Ghaemi 4

1 PhD student in Educational Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran.

2 Professor, Department of Measurement and Assessment, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran.

3 Professor, Department of Educational Psychology, Allameh Tabataba’i University, Tehran, Iran.

4 Associate Professor,Department of. Transplantation and Disease ,vice chancellary for treatment, Iran Ministry of Health and Medical Education , Tehran, Iran.

https://doi.org/10.22034/jiera.2026.553002.3391
Abstract
Objective: Academic boredom, a complex and pervasive emotional phenomenon, is increasingly recognized as a key inhibitory factor in learning processes and academic achievement, particularly in cognitively challenging domains such as Mathematics. The present study aimed to investigate the causal model of Mathematics academic boredom based on cognitive strategies and academic goal orientations, mediated by academic hope, among second-grade high school students.
Method: The present study was descriptive and conducted using a path analysis approach. The statistical population comprised all female students in the second period of public high schools in Tehran during the 2024-2025 academic year. A sample of 400 students was selected using multi-stage cluster sampling. Data were collected using the Academic Boredom Questionnaire (Pekrun et al., 2002), the Self-Regulated Learning Questionnaire (Bouffard et al., 1995), the Academic Goal Orientation Questionnaire (Bouffard et al., 1998), and the Academic Hope Questionnaire (Pekrun et al., 2002). The data were analyzed using path analysis in SPSS-24 and AMOS-2024 software.
Results: The results indicated that the proposed research model demonstrated a good fit with the data. Furthermore, the findings revealed that cognitive strategies (β=-0/13) and mastery goal orientation (β=0/39), performance goal orientation (β=-0/15), and avoidance goal orientation (β=-0/15) had direct effects on Mathematics academic boredom. Moreover, academic hope played a mediating role in the relationship between mastery goal orientation and cognitive strategies with Mathematics academic boredom.
Conclusions: Based on these findings, focusing on the strengthening of academic hope and the instruction of effective learning strategies can be utilized as an efficient approach to mitigate academic boredom and enhance student motivation and engagement in Mathematics courses.

Keywords

Cognitive Strategies
Academic Goal Orientations
Academic Hope
Subjects
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Journal of Research in Educational Systems
Volume 19, Issue 70
September 2025
Pages 1-15

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