Presenting a causal model of the effect of social constructivist learning environment and motivational orientations: the mediating role of self-efficacy and outcome expectation
The present study was done with the aim of presenting the causal model of the effect environment of social constructivist on motivational orientations with regard to the mediating role of self-efficacy and outcome expectation. The research method was descriptive-correlational and the statistical pop...
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| Format: | Article |
| Language: | fas |
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University of Sistan and Baluchestan
2021-08-01
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| Series: | مطالعات روانشناسی تربیتی |
| Subjects: | |
| Online Access: | https://jeps.usb.ac.ir/article_6401_7ccaed81dd5af09966069e2b1b4788bd.pdf |
| _version_ | 1797869403959721984 |
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| author | Houshang Geravand Moslem Ghobadiyan |
| author_facet | Houshang Geravand Moslem Ghobadiyan |
| author_sort | Houshang Geravand |
| collection | DOAJ |
| description | The present study was done with the aim of presenting the causal model of the effect environment of social constructivist on motivational orientations with regard to the mediating role of self-efficacy and outcome expectation. The research method was descriptive-correlational and the statistical population of the study included all postgraduate students of Lorestan University in the academic year 2016-2017 to 1643 students, of which 310 were selected based on stratified random sampling method. To collect the required data from University Social Constructivist Learning Environment Survey (USCLES), Academic Self Efficacy Beliefs Questionnaire (ASEBQ), Student Outcome Expectations Scale (SOES), and Academic Motivation Scale (AMS-C 28) was used. Data analysis was performed by path analysis by AMOS software. Social constructivism, self-efficacy and outcome expectation had a positive and significant direct effect on intrinsic and extrinsic motivation (p < 0.01). Self-efficacy had a negative effect on amotivation (p<0.01); But social constructivism and outcome expectation had no direct effect on amotivation (p>0.05). Social constructivism had a positive effect on self-efficacy and outcome expectation (p<0.01). In addition, the indirect effects of social constructivism with intrinsic, extrinsic motivation and apostasy through self-efficacy became significant (p<0.01). Also, the indirect effects of social with intrinsic and extrinsic motivation mediated by outcome expectation were significant (p < 0.01); But the indirect effects of social constructivism with amotivation mediated by outcome expectation were not significant (p > 0.05). The results of this study suggest the use of a constructivist approach in teaching as a strong and effective theory for educational circles. |
| first_indexed | 2024-04-10T00:10:59Z |
| format | Article |
| id | doaj.art-5779be31ced24dbc91b322d74dc0b1ba |
| institution | Directory Open Access Journal |
| issn | 2228-6683 2783-5235 |
| language | fas |
| last_indexed | 2024-04-10T00:10:59Z |
| publishDate | 2021-08-01 |
| publisher | University of Sistan and Baluchestan |
| record_format | Article |
| series | مطالعات روانشناسی تربیتی |
| spelling | doaj.art-5779be31ced24dbc91b322d74dc0b1ba2023-03-16T08:23:43ZfasUniversity of Sistan and Baluchestanمطالعات روانشناسی تربیتی2228-66832783-52352021-08-011842632210.22111/jeps.2021.64016401Presenting a causal model of the effect of social constructivist learning environment and motivational orientations: the mediating role of self-efficacy and outcome expectationHoushang Geravand0Moslem Ghobadiyan1Assistant professor. Department of psychology. Faculty of Literature and Humanities.Lorestan University. Khorramabad.IranAssistant Professor, Department of Educational Sciences, Farhangian University, Khorramabad, Iran.The present study was done with the aim of presenting the causal model of the effect environment of social constructivist on motivational orientations with regard to the mediating role of self-efficacy and outcome expectation. The research method was descriptive-correlational and the statistical population of the study included all postgraduate students of Lorestan University in the academic year 2016-2017 to 1643 students, of which 310 were selected based on stratified random sampling method. To collect the required data from University Social Constructivist Learning Environment Survey (USCLES), Academic Self Efficacy Beliefs Questionnaire (ASEBQ), Student Outcome Expectations Scale (SOES), and Academic Motivation Scale (AMS-C 28) was used. Data analysis was performed by path analysis by AMOS software. Social constructivism, self-efficacy and outcome expectation had a positive and significant direct effect on intrinsic and extrinsic motivation (p < 0.01). Self-efficacy had a negative effect on amotivation (p<0.01); But social constructivism and outcome expectation had no direct effect on amotivation (p>0.05). Social constructivism had a positive effect on self-efficacy and outcome expectation (p<0.01). In addition, the indirect effects of social constructivism with intrinsic, extrinsic motivation and apostasy through self-efficacy became significant (p<0.01). Also, the indirect effects of social with intrinsic and extrinsic motivation mediated by outcome expectation were significant (p < 0.01); But the indirect effects of social constructivism with amotivation mediated by outcome expectation were not significant (p > 0.05). The results of this study suggest the use of a constructivist approach in teaching as a strong and effective theory for educational circles.https://jeps.usb.ac.ir/article_6401_7ccaed81dd5af09966069e2b1b4788bd.pdfsocial constructivismacademic self-efficacyoutcome expectationacademic motivation |
| spellingShingle | Houshang Geravand Moslem Ghobadiyan Presenting a causal model of the effect of social constructivist learning environment and motivational orientations: the mediating role of self-efficacy and outcome expectation مطالعات روانشناسی تربیتی social constructivism academic self-efficacy outcome expectation academic motivation |
| title | Presenting a causal model of the effect of social constructivist learning environment and motivational orientations: the mediating role of self-efficacy and outcome expectation |
| title_full | Presenting a causal model of the effect of social constructivist learning environment and motivational orientations: the mediating role of self-efficacy and outcome expectation |
| title_fullStr | Presenting a causal model of the effect of social constructivist learning environment and motivational orientations: the mediating role of self-efficacy and outcome expectation |
| title_full_unstemmed | Presenting a causal model of the effect of social constructivist learning environment and motivational orientations: the mediating role of self-efficacy and outcome expectation |
| title_short | Presenting a causal model of the effect of social constructivist learning environment and motivational orientations: the mediating role of self-efficacy and outcome expectation |
| title_sort | presenting a causal model of the effect of social constructivist learning environment and motivational orientations the mediating role of self efficacy and outcome expectation |
| topic | social constructivism academic self-efficacy outcome expectation academic motivation |
| url | https://jeps.usb.ac.ir/article_6401_7ccaed81dd5af09966069e2b1b4788bd.pdf |
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