Modeling students\' academic self-regulation based on family functioning, school climate and psychological hardiness with the mediating role of academic self-efficacy
Background: Much research has been done on the factors affecting students' academic self-regulation, but no study has been conducted that simultaneously examines the interactive effect of family functioning, school climate, psychological hardiness and academic self-efficacy variables on student...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | fas |
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Dr. Mahmoud Mansour publication
2022-07-01
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| Series: | مجله علوم روانشناختی |
| Subjects: | |
| Online Access: | http://psychologicalscience.ir/article-1-1422-en.html |
| _version_ | 1797870724560453632 |
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| author | Ali Shahravi Afsaneh Ghanbari panah Mohammad Mahdi Shariat Bagheri Shirin Koushki |
| author_facet | Ali Shahravi Afsaneh Ghanbari panah Mohammad Mahdi Shariat Bagheri Shirin Koushki |
| author_sort | Ali Shahravi |
| collection | DOAJ |
| description | Background: Much research has been done on the factors affecting students' academic self-regulation, but no study has been conducted that simultaneously examines the interactive effect of family functioning, school climate, psychological hardiness and academic self-efficacy variables on students' academic self-regulation.
Aims: Students' academic self-regulation was modeled based on family functioning, school climate, and psychological hardiness as mediating academic self-efficacy.
Methods: The present study was a correlational study using structural equation modeling. The statistical population of the present study included all male students studying in the second year of high schools in Tehran in the academic year 1399-1400 and 385 people were selected by available sampling method and given to motived strategies learning questiones (MSLQ) of Pintrich and Degroot (1990), McMaster model of family functioning (MMFF) of the Epstein et al., (1983), the school climate of Zullig et al., (1982), and academic self-efficacy of Gafoor and Ashraf (2007), responded.
Results: The results showed that the hypothetical model of the research had a good fit with some modifications (GFI =.907, NFI =.901, CFI =.929, cmin / df = 2.150, RMSEA =.059). Also, the direct path coefficients between family functioning and school climate with academic self-regulation were significant, but the direct path coefficient between psychological hardiness and academic self-regulation was not significant. The results also showed that the indirect path coefficients between family functioning, school climate and psychological hardiness with academic self-regulation were significan
Conclusion: Students' academic self-regulation can be enhanced by improving family communication processes, improving relationships within the school, and increasing students' psychological hardiness. |
| first_indexed | 2024-04-10T00:33:03Z |
| format | Article |
| id | doaj.art-58f6346fc1c243c7bdc94cfed52e0be3 |
| institution | Directory Open Access Journal |
| issn | 1735-7462 2676-6639 |
| language | fas |
| last_indexed | 2024-04-10T00:33:03Z |
| publishDate | 2022-07-01 |
| publisher | Dr. Mahmoud Mansour publication |
| record_format | Article |
| series | مجله علوم روانشناختی |
| spelling | doaj.art-58f6346fc1c243c7bdc94cfed52e0be32023-03-14T20:03:12ZfasDr. Mahmoud Mansour publicationمجله علوم روانشناختی1735-74622676-66392022-07-0121112743762Modeling students\' academic self-regulation based on family functioning, school climate and psychological hardiness with the mediating role of academic self-efficacyAli Shahravi0Afsaneh Ghanbari panah1Mohammad Mahdi Shariat Bagheri2Shirin Koushki3 PhD Student in Educational Psychology, Department of Clinical-Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran Assistant Professor, Department of Counseling, Central Tehran Branch, Islamic Azad University, Tehran, Iran Assistant Professor, Department of Clinical-Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran Associate Professor, Department of Clinical-Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran Background: Much research has been done on the factors affecting students' academic self-regulation, but no study has been conducted that simultaneously examines the interactive effect of family functioning, school climate, psychological hardiness and academic self-efficacy variables on students' academic self-regulation. Aims: Students' academic self-regulation was modeled based on family functioning, school climate, and psychological hardiness as mediating academic self-efficacy. Methods: The present study was a correlational study using structural equation modeling. The statistical population of the present study included all male students studying in the second year of high schools in Tehran in the academic year 1399-1400 and 385 people were selected by available sampling method and given to motived strategies learning questiones (MSLQ) of Pintrich and Degroot (1990), McMaster model of family functioning (MMFF) of the Epstein et al., (1983), the school climate of Zullig et al., (1982), and academic self-efficacy of Gafoor and Ashraf (2007), responded. Results: The results showed that the hypothetical model of the research had a good fit with some modifications (GFI =.907, NFI =.901, CFI =.929, cmin / df = 2.150, RMSEA =.059). Also, the direct path coefficients between family functioning and school climate with academic self-regulation were significant, but the direct path coefficient between psychological hardiness and academic self-regulation was not significant. The results also showed that the indirect path coefficients between family functioning, school climate and psychological hardiness with academic self-regulation were significan Conclusion: Students' academic self-regulation can be enhanced by improving family communication processes, improving relationships within the school, and increasing students' psychological hardiness.http://psychologicalscience.ir/article-1-1422-en.htmlacademic self-regulationfamily functioningschool climatehardinessacademic self-efficacy |
| spellingShingle | Ali Shahravi Afsaneh Ghanbari panah Mohammad Mahdi Shariat Bagheri Shirin Koushki Modeling students\' academic self-regulation based on family functioning, school climate and psychological hardiness with the mediating role of academic self-efficacy مجله علوم روانشناختی academic self-regulation family functioning school climate hardiness academic self-efficacy |
| title | Modeling students\' academic self-regulation based on family functioning, school climate and psychological hardiness with the mediating role of academic self-efficacy |
| title_full | Modeling students\' academic self-regulation based on family functioning, school climate and psychological hardiness with the mediating role of academic self-efficacy |
| title_fullStr | Modeling students\' academic self-regulation based on family functioning, school climate and psychological hardiness with the mediating role of academic self-efficacy |
| title_full_unstemmed | Modeling students\' academic self-regulation based on family functioning, school climate and psychological hardiness with the mediating role of academic self-efficacy |
| title_short | Modeling students\' academic self-regulation based on family functioning, school climate and psychological hardiness with the mediating role of academic self-efficacy |
| title_sort | modeling students academic self regulation based on family functioning school climate and psychological hardiness with the mediating role of academic self efficacy |
| topic | academic self-regulation family functioning school climate hardiness academic self-efficacy |
| url | http://psychologicalscience.ir/article-1-1422-en.html |
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