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 |
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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 |
| _version_ | 1797869426184290304 |
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| author | Farzane Mikaeeli Manba Sosan Maddavi fard Ali Eesa Zadegan Saeeed Mohana |
| author_facet | Farzane Mikaeeli Manba Sosan Maddavi fard Ali Eesa Zadegan Saeeed Mohana |
| author_sort | Farzane Mikaeeli Manba |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-10T00:12:26Z |
| format | Article |
| id | doaj.art-ab93409505984a61a04d412a0dce9898 |
| institution | Directory Open Access Journal |
| issn | 2228-6683 2783-5235 |
| language | fas |
| last_indexed | 2024-04-10T00:12:26Z |
| publishDate | 2017-03-01 |
| publisher | University of Sistan and Baluchestan |
| record_format | Article |
| series | مطالعات روانشناسی تربیتی |
| spelling | doaj.art-ab93409505984a61a04d412a0dce98982023-03-16T08:13:03ZfasUniversity of Sistan and Baluchestanمطالعات روانشناسی تربیتی2228-66832783-52352017-03-011425578810.22111/jeps.2017.30983098Structural relationship between hope, academic self-efficacy and perceived classroom environment with academic motivationFarzane Mikaeeli Manba0Sosan Maddavi fard1Ali Eesa Zadegan2Saeeed Mohana3دانشیار روانشناسی تربیتی دانشگاه ارومیهکار شناس ارشد روانشناسی تربیتیدانشیار روانشناسی دانشگاه ارومیهدانشجوی دکتری روانشناسی تربیتی دانشگاه سمنانThe 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.https://jeps.usb.ac.ir/article_3098_78eba8e63a64c1ef92788acf7bbba4db.pdf |
| spellingShingle | Farzane Mikaeeli Manba Sosan Maddavi fard Ali Eesa Zadegan Saeeed Mohana Structural relationship between hope, academic self-efficacy and perceived classroom environment with academic motivation مطالعات روانشناسی تربیتی |
| title | Structural relationship between hope, academic self-efficacy and perceived classroom environment with academic motivation |
| title_full | Structural relationship between hope, academic self-efficacy and perceived classroom environment with academic motivation |
| title_fullStr | Structural relationship between hope, academic self-efficacy and perceived classroom environment with academic motivation |
| title_full_unstemmed | Structural relationship between hope, academic self-efficacy and perceived classroom environment with academic motivation |
| title_short | Structural relationship between hope, academic self-efficacy and perceived classroom environment with academic motivation |
| title_sort | structural relationship between hope academic self efficacy and perceived classroom environment with academic motivation |
| url | https://jeps.usb.ac.ir/article_3098_78eba8e63a64c1ef92788acf7bbba4db.pdf |
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