Developing An Academic Success Model: A Qualitative Study
The aim of the present study, which is done qualitatively, is to develop a conceptual model of academic success for the first-year high school students. To do so, the data required were gathered through interview and reviewing the related literature. The research population consisted of the parents...
| Main Authors: | , , |
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| Format: | Article |
| Language: | fas |
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Allameh Tabataba'i University Press
2019-06-01
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| Series: | Faṣlnāmah-i Farhang Mushavirah va Ravān/Darmānī |
| Subjects: | |
| Online Access: | https://qccpc.atu.ac.ir/article_9674_3510731fc502da146e1ff6fa50d1a0bc.pdf |
| _version_ | 1797377458419269632 |
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| author | Rezvan Salehi m a p n |
| author_facet | Rezvan Salehi m a p n |
| author_sort | Rezvan Salehi |
| collection | DOAJ |
| description | The aim of the present study, which is done qualitatively, is to develop a conceptual model of academic success for the first-year high school students. To do so, the data required were gathered through interview and reviewing the related literature. The research population consisted of the parents of successful students, the instructors and the specialists of psychology and counseling as well as the related literature. The sampling was purposeful so that unless new information is gained, the sampling may terminate. The sample included 40 successful students’ parents, 15 instructors and 15 specialists of psychology and counseling participating in a semi-structured interview. Additionally, the related literature consisted of books, theses, and the available published papers from 1990 to 2014. Data obtained from the interview and literature review were analyzed through the grounded theory and qualitative content analysis method, respectively, and the main categories of academic success were extracted. Then, the factors affecting the academic success were encoded into four main categories, each containing some subcategories. The main obtained categories are: 1. Consistent personal factors including subcategories of intelligence, personality and interest; 2. Inconsistent personal factors including academic self-concept, academic self-efficacy, academic engagement, academic procrastination, academic skills, achievement motivation, career adaptability, emotional intelligence; 3. Family factors including parenting style, paternal involvement, attachment and socioeconomic status; 4. Factors related to the academic atmosphere including students’ perception of school environment and society. |
| first_indexed | 2024-03-08T19:53:45Z |
| format | Article |
| id | doaj.art-f8731302cdec4a7eb051f5d51f0b46ef |
| institution | Directory Open Access Journal |
| issn | 2345-6051 2476-6178 |
| language | fas |
| last_indexed | 2024-03-08T19:53:45Z |
| publishDate | 2019-06-01 |
| publisher | Allameh Tabataba'i University Press |
| record_format | Article |
| series | Faṣlnāmah-i Farhang Mushavirah va Ravān/Darmānī |
| spelling | doaj.art-f8731302cdec4a7eb051f5d51f0b46ef2023-12-24T07:29:02ZfasAllameh Tabataba'i University PressFaṣlnāmah-i Farhang Mushavirah va Ravān/Darmānī2345-60512476-61782019-06-01103812910.22054/qccpc.2019.35316.19489674Developing An Academic Success Model: A Qualitative StudyRezvan Salehi0m a1p n2shahrekord universityاستاد گروه مشاوره دانشگاه اصفهاندانشیار گروه مشاوره دانشگاه اصفهانThe aim of the present study, which is done qualitatively, is to develop a conceptual model of academic success for the first-year high school students. To do so, the data required were gathered through interview and reviewing the related literature. The research population consisted of the parents of successful students, the instructors and the specialists of psychology and counseling as well as the related literature. The sampling was purposeful so that unless new information is gained, the sampling may terminate. The sample included 40 successful students’ parents, 15 instructors and 15 specialists of psychology and counseling participating in a semi-structured interview. Additionally, the related literature consisted of books, theses, and the available published papers from 1990 to 2014. Data obtained from the interview and literature review were analyzed through the grounded theory and qualitative content analysis method, respectively, and the main categories of academic success were extracted. Then, the factors affecting the academic success were encoded into four main categories, each containing some subcategories. The main obtained categories are: 1. Consistent personal factors including subcategories of intelligence, personality and interest; 2. Inconsistent personal factors including academic self-concept, academic self-efficacy, academic engagement, academic procrastination, academic skills, achievement motivation, career adaptability, emotional intelligence; 3. Family factors including parenting style, paternal involvement, attachment and socioeconomic status; 4. Factors related to the academic atmosphere including students’ perception of school environment and society.https://qccpc.atu.ac.ir/article_9674_3510731fc502da146e1ff6fa50d1a0bc.pdfacademicsuccessmodel |
| spellingShingle | Rezvan Salehi m a p n Developing An Academic Success Model: A Qualitative Study Faṣlnāmah-i Farhang Mushavirah va Ravān/Darmānī academic success model |
| title | Developing An Academic Success Model: A Qualitative Study |
| title_full | Developing An Academic Success Model: A Qualitative Study |
| title_fullStr | Developing An Academic Success Model: A Qualitative Study |
| title_full_unstemmed | Developing An Academic Success Model: A Qualitative Study |
| title_short | Developing An Academic Success Model: A Qualitative Study |
| title_sort | developing an academic success model a qualitative study |
| topic | academic success model |
| url | https://qccpc.atu.ac.ir/article_9674_3510731fc502da146e1ff6fa50d1a0bc.pdf |
| work_keys_str_mv | AT rezvansalehi developinganacademicsuccessmodelaqualitativestudy AT ma developinganacademicsuccessmodelaqualitativestudy AT pn developinganacademicsuccessmodelaqualitativestudy |