A Structural Model of Achievement Motivation Based on Perceptions of Islamic Learning Environment and Family Emotional Climate with the Mediating Role of Academic Resilience
الموضوعات :
1 - گروه روانشناسی، واحد شیراز، دانشگاه آزاد اسلامی،شیراز، ایران
الکلمات المفتاحية: Achievement motivation, perception of Islamic learning environment, family emotional climate, academic resilience.,
ملخص المقالة :
Introduction: Perceptions of the Islamic learning environment and the family emotional climate are two crucial factors in shaping achievement motivation. These factors enhance academic resilience, which increases the ability to cope with academic challenges and pressures. Resilience acts as a mediator, fostering persistence and continuous effort in the academic journey. Examining the structural relationships among these variables can contribute to improving educational quality and academic success.
methodology: This applied, descriptive-survey study was conducted with a population of 24,650 students at Islamic Azad University, Ahvaz. A sample of 330 students was selected using simple random sampling. Data were collected using standardized questionnaires measuring achievement motivation, perceptions of the Islamic learning environment, family emotional climate, and academic resilience. Data analysis was performed using SPSS and AMOS software, with a significance level set at 0.05.
Findings: Results indicated that positive perceptions of the Islamic learning environment and a supportive family emotional climate significantly increase students’ achievement motivation both directly and indirectly through academic resilience. Academic resilience serves as an important mediating factor in these relationships, which can inform improvements in educational and counseling programs.
Conclusion: This study examines a structural model of achievement motivation focusing on students’ perceptions of the Islamic learning environment and family emotional climate, with academic resilience as a mediating factor. The findings indicate that a supportive family emotional climate and positive perceptions of the Islamic learning environment both directly and indirectly (through academic resilience) enhance achievement motivation. Academic resilience, as a key factor in successfully adapting to academic challenges, plays an important role in increasing motivation. Therefore, improving the family emotional climate and the quality of the Islamic learning environment can help boost students’ achievement motivation by strengthening their academic resilience.
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