Structural relationship between hope, academic self-efficacy and perceived classroom environment with academic motivation
The aim of this study was to investigate the structural relationship between hope, academic self-efficacy and perceived classroom environment with academic motivation of students. The descriptive correlational design (causal modeling) is used. The target population includes all the first-grade stude...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | fas |
| Published: |
University of Sistan and Baluchestan
2017-03-01
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| Series: | مطالعات روانشناسی تربیتی |
| Online Access: | https://jeps.usb.ac.ir/article_3098_78eba8e63a64c1ef92788acf7bbba4db.pdf |
| Summary: | The aim of this study was to investigate the structural relationship between hope, academic self-efficacy and perceived classroom environment with academic motivation of students. The descriptive correlational design (causal modeling) is used. The target population includes all the first-grade students of Urmia public high schools studying during 2012-2013 academic year. Multi-stage sampling method was used. A total sample of 180 girls and 200 boys is studied (n=380). Harter’s academic motivation scale, Snyder’s hope test, Morris self-efficacy scale, and the classroom environment questionnaire by Trickett and Moos are used for data collection. Data are analyzed using structural equation modeling. Results suggest that structural model of students’ academic motivation is a valid model in the population studied and that data is well-fitted to the theoretical model (RMSEA=0.052). About 0.79 of the variance is explainable according to this model. Path coefficients display that all the paths are significant except the path from perception of classroom environment to hope. Hence, mentioned factors can properly explain students’ academic motivation. Therefore, considering these factors during the education, students’ academic motivation and performance can be improved. |
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| ISSN: | 2228-6683 2783-5235 |