رابطه امید به تحصیل با بهزیستی تحصیلی در دوران آموزش مجازی: بررسی نقش واسطه‌ای خودتنظیمی تحصیلی

الموضوعات :

محسن آربزی ¹ (دانشجوی دکتری روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران.)
محبوبه فولاد چنگ ² (دانشیار روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران)

تاريخ الإرسال : 22 الأحد , صفر, 1444 تاريخ التأكيد : 16 الثلاثاء , رجب, 1444 تاريخ الإصدار : 28 الثلاثاء , ربيع الثاني, 1444

الکلمات المفتاحية: امید به تحصیل, بهزیستی تحصیلی, خودتنظیمی‌ تحصیلی,

ملخص المقالة :

هدف این پژوهش بررسی نقش واسطه‌گری خودتنظیمی تحصیلی در رابطه امید به تحصیل و بهزیستی تحصیلی بود. طرح پژوهش، توصیفی از نوع همبستگی و جامعه پژوهش شامل همه دانش‌آموزان دوره دوّم متوسطه شهرستان اوز واقع در جنوب استان فارس بود که از بین آن‌ها (1281 نفر) تعداد 519 نفر (174 پسر، 345 دختر) به روش نمونه گیری در دسترس انتخاب شدند؛ و به پرسشنامه های امید به تحصیل (خرمائی و کمری، 1396)، خودتنظیمی تحصیلی (هانگ و اُنیل، 2001) و بهزیستی تحصیلی (تومینین-سوینی و همکاران، 2012) پاسخ دادند. برای تحلیل داده ها از نرم افزارهای آماری SPSSv16 و AMOSv24 استفاده شد. نتایج تحلیل مسیر نشان داد که امید به تحصیل هم به صورت مستقیم و هم از مسیر واسطه‌ای خودتنظیمی تحصیلی می تواند بهزیستی تحصیلی را پیش بینی کند. همچنین خودتنظیمی تحصیلی نیز به طور مستقیم بهزیستی تحصیلی را به صورت مثبت پیش‌بینی می‌کند. امید به تحصیل، خودتنظیمی تحصیلی را نیز به صورت معنی‌دار پیش‌بینی می‌کند. یافته های این پژوهش از دو بُعد نظری و عملی شامل مضامین جدیدی است. نتایج این پژوهش به لحاظ نظری به تأیید نقش واسطه‌گری خودتنظیمی تحصیلی در رابطه بین امید به تحصیل و بهزیستی تحصیلی منجر شد. به لحاظ کاربردی نیز می توان با ارتقای امید به تحصیل و آموزش راهبردهای خودتنظیمی تحصیلی به بهزیستی تحصیلی دانش‌آموزان کمک نمود.

المصادر:

آزادیان‌بجنوردی، ماه؛ بختیارپور، سعید؛ مکوندی، بهنام و احتشام‌زاده، پروین. (1399). سرمایه‌های تحولی درونی و بیرونی و بهزیستی تحصیلی: نقش واسطه‌ای پایستگی تحصیلی. روان‌شناسی تحولی: روان‌شناسان ایرانی، 16(64)، 436-425.

برجعلی لو، سمیه؛ مجتهدزاده، ریتا و محمدی، آیین. (۱۳۹۲). ساختار عاملی و اعتباریابی نسخه فارسی پرسشنامه خودنظم‌دهی در بین دانشجویان پزشکی. مجله مرکز مطالعات و توسعه آموزش علوم پزشکی یزد، ۸(۲)،35-25.

حسنپور، عصمت؛ سلطانی، امان الله؛ زین الدینی، زهرا و منظری توکلی، علیرضا. (1399). پیش‌بینی بهزیستی تحصیلی براساس استرس تحصیلی و ویژگی‌های شخصیتی دانشجویان. مجله مطالعات ناتوانی، 10(120)، 6-1.

حکمی، سارا و شکری، امید. (1394). رابطه بین جهت‌گیری‎های هدف پیشرفت و بهزیستی تحصیلی: الگوی اثرات میانجیگر هیجانات پیشرفت. فصلنامه مطالعات اندازه‌گیری و ارزشیابی آموزشی، 5(11)، 65-31.

خرمائی، فرهاد و کمری، سامان. (1396). ساخت و بررسی ویژگی­های روان­سنجی مقیاس امید به تحصیل. دو فصلنامه راهبردهای شناختی در یادگیری، 5(18)، 37-15.

زینعلی، شینا؛ اکبری، بهمن؛ صادقی، عباس و مقتدر، لیلا. (1399). مدل ساختاری رابطه سرمایه‌های تحولی و امید به تحصیل با بهزیستی تحصیلی و بازداری رفتاری با نقش میانجی پایستگی تحصیلی در دانش‌آموزان داوطلب ورود به دانشگاه. سلامت اجتماعی، 8(1)، 12-1.

سماوی، سیدعبدالوهاب و نجارپوریان، سمانه. (1398). رابطه علی انگیزش درونی، درگیری تحصیلی و خودنظم‌جویی تحصیلی با عملکرد تحصیلی از طریق یادگیری خود – هدایتی در دانش‌آموزان دبیرستانی شهر بندرعباس. دو فصلنامه راهبردهای شناختی در یادگیری، 7(12)، 68-47.

عباسی، مسلم؛ درگاهی، شهریار؛ پیرانی، ذبیح و بنیادی، فرزانه. (1394). نقش تعلل‌ورزی و خودتنظیمی انگیزشی در پیش‌بینی اشتیاق تحصیلی دانشجویان. مجله ایرانی آموزش در علوم پزشکی، 15(23)، 169-160.

قنبری‌طلب، محمد؛ شیخ‌الاسلامی، راضیه، فولادچنگ، محبوبه و حسین‌چاری، مسعود. (1398). دانش فراشناختی و بهزیستی مدرسه: نقش واسطه‌ای کمک‌طلبی تحصیلی. روان‌شناسی تحولی: روان‌شناسان ایرانی، 16(61)، 60-49.

کمری سنقرآبادی، سامان؛ فولادچنگ، محبوبه و خرمائی، فرهاد. (1399). تبیین علّی بهزیستی تحصیلی بر اساس شناخت اجتماعی، اهداف پیشرفت اجتماعی و هیجان‌های مثبت تحصیلی و اجتماعی. فصلنامه روان شناسی تربیتی، 16(57)، 148-119.

محمدی، سید داود؛ مسلمی، زهرا و قمی، مهین. (1398). ارتباط باورهای امید با فرسودگی تحصیلی، انگیزش تحصیلی و وضعیت تحصیلی در دانشجویان دانشگاه علوم پزشکی قم. مجله توسعه آموزش در علوم پزشکی، ۱۲(۳۵)، ۳۶-۲۷.

مرادی، مرتضی. (1396). ارائه‌ی مدلی علّی-تجربی از بررسی نقش واسطه‌گری درآمیزی تحصیلی در رابطه‌ی باورهای خودکارآمدی تحصیلی و حرمت‌خود تحصیلی با بهزیستی تحصیلی در نوجوانان دبیرستانی. مجله مطالعات آموزش و یادگیری، 9(1)، 90-68.

مرادی، مرتضی؛ سلیمانی­خشاب، عباسعلی؛ شهاب­زاده، صدیقه؛ صباغیان بغدادآباد، حمید و دهقانی­زاده، محمدحسین. (1395). آزمون ساختار عاملی و سنجش همسانی درونی نسخه ایرانی پرسشنامه بهزیستی تحصیلی. فصلنامه اندازه­گیری تربیتی، 6(24)، 276-251.

هاتف، نجمه و یوسفی، فریده. (1398). رابطه هوش هیجانی کلاس و جو روانی – اجتماعی کلاس با بهزیستی مدرسه: نقش واسطه‌ای ارضای نیازهای اساسی روان‌شناختی. روان‌شناسی تحولی: روان‌شناسان ایرانی، 16(61)، 22-3.

Abbasi, M., Dargahi, S., Pirani, Z., & Bonyadi, F. (2015). Role of Procrastination and Motivational Self-Regulation in Predicting Students’ Academic Engagement. Iranian Journal of Medical Education. 15(23): 160-169 [In Persian].

Arora, S., Chaudhary, P., & Singh, R. K. (2021). Impact of coronavirus and online exam anxiety on self-efficacy: the moderating role of coping strategy. Interactive Technology and Smart Education, 18(3): 1-18.

Arunkumar, R., Midgley, C., & Urdan, T. (1999). Perceiving high or low home-school dissonance: Longitudinal effects on adolescent emotional and academic well-being. Journal of Research on Adolescence, 9(4): 441-466.‏

Azadian Bojnordi, M., Bakhtiarpour, S., Makvandi, B., & Ehteshamzadeh, P. (2020). Internal and External Developmental Assets and Academic Well-Being: The Mediating Role of Academic Buoyancy. Journal of Developmental Psychologist: Iranian Psychologist, 16(64): 426-436 [In Persian].

Baker, S. R. (2004). Intrinsic, extrinsic, and a motivational orientation: Their role in university adjustment, stress, well-being, and subsequent academic performance. Current Psychology, 23(3): 189-202.‏

Bask, M., & Salmela-Aro, K. (2013). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28, 511-528.

Baumeister, R. F., & Heatherton, T. F. (1996). Self-regulation failure: An overview. Psychological Inquiry, 7, 1-15.

Borjalilu, S., Mojtahedzadeh, R., Mohammadi, A. (2013). Exploring the validity, reliability and factor analysis of self-regulation scale for medical students. The Journal of Medical Education and Development, 8(2): 25-35 [In Persian].

Burch, G. F., Heller, N. A., Burch, J. J., Freed, R., & Steed, S. A. (2015). Student engagement: Developing a conceptual framework and survey instrument. Journal of Education for Business, 90(4): 224-229.‏

Casuso-Holgado, M. J., Cuesta-Vargas, A. I., Moreno-Morales, N., Labajos-Manzanares, M. T., Barón-López, F. J., & Vega-Cuesta, M. (2013). The association between academic engagement and achievement in health sciences students. BMC Medical Education, 13(1): 1-7.‏

Cheavens, J. S., Feldman, D. B., Woodward, J. T., & Snyder, C. R. (2006). Hope in cognitive psychotherapies: On working with client strengths. Journal of Cognitive Psychotherapy, 20(2): 135-145.‏

Chen, J., Huebner, E. S., & Tian, L. (2020). Longitudinal relations between hope and academic achievement in elementary school students: Behavioral engagement as a mediator. Learning and Individual Differences, 78, 1-10.‏

Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and US adolescents: Common effects on well-being and academic motivation. Journal of Cross-Cultural Psychology, 32(5): 618-635.‏

Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4): 284–290.

Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard Educational Review, 76(2): 201-237.‏

Cohen, T. R., & Morse, L. (2014). Moral character: What it is and what it does. Research in Organizational Behavior, 34, 43-61.‏

DeGarmo, D. S., & Martinez Jr, C. R. (2006). A culturally informed model of academic well‐being for Latino youth: The importance of discriminatory experiences and social support. Family Relations, 55(3): 267-278.‏

Dhaqane, M. K., & Afrah, N. A. (2016). Satisfaction of Students and Academic Performance in Benadir University. Journal of Education and Practice, 7(24): 59-63.

Di Chiacchio, C., De Stasio, S., & Fiorilli, C. (2016). Examining how motivation toward science contributes to omitting behaviours in the Italian PISA 2006 sample. Learning and Individual Differences, 50, 56–63.

Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: The mediator role of Students' expectancy-value beliefs. Frontiers in Psychology, 8, 1-12.‏

Duarte, C., Pinto-Gouveia, J., & Rodrigues, T. (2015). Being bullied and feeling ashamed: Implications for eating psychopathology and depression in adolescent girls. Journal of Adolescence, 44, 259-268.‏

Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12): 939-944.

Duckworth, A. L., & Seligman, M. E. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98(1): 198-208.

Dunn, K. E., Lo, W. J., Mulvenon, S. W., & Sutcliffe, R. (2012). Revisiting the motivated strategies for learning questionnaire: A theoretical and statistical reevaluation of the metacognitive self-regulation and effort regulation subscales. Educational and Psychological Measurement, 72(2): 312-331.‏

Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. RM, Lerner & L. Steinberg (Eds.) Handbook of adolescent psychology: Vol. 1. Individual bases of adolescent development (pp. 404-434). New Jersey: Hoboken.‏

Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 1-13.

Fiorilli, C., Galimberti, V., De Stasio, S., Di Chiacchio, C., & Albanese, A. (2014). School Burnout Inventory with Italian students of high school. Psicologia Clinica dello Sviluppo, 18(3): 403–424.

Frankl, V. E. (1992). Man's search for meaning: An introduction to logotherapy (4th ed). Boston: Beacon Press.

Ghanbari Talab, M., Sheikholeslami, R., Fouladchang, M., & Hosseinchari, M. (2019). The meditating role of academic help seeking in the relationship between types of meta cognitive knowledge and school well- being. Journal of Developmental Psychologist: Iranian Psychologist, 16(61): 49-60 [In Persian].

Hakami, S., Shokri, O. (2015). Relationship between Achievement Goal Orientations and Academic Wellbeing: The Mediating Role of Achievement Emotions. Educational Measurement and Evaluation Studies, 5(11): 31-65 [In Persian].

Hasanpour, E., Soltani, A., Zeinadini, Z., & Manzari Tavakoli, A. (2020). Predicting Academic Wellbeing Based on Academic Stress and Personality Traits. Middle Eastern Journal of Disability Studies, 10(120): 1-6 [In Persian].

Hashemizadeh Nehi, N., Jajarmi, M., & Mahdian, H. (2020). The Effectiveness of Group Hope Therapy on Academic Procrastination and Self-regulation among Female High School Student Learning in Mashhad. Journal of Educational Psychology Studies, 17(39): 77-102.‏

Hatef, N., & Yousefi, F. (2019). Relation of Classroom Emotional Intelligence and Classroom Psychosocial Climate to School Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction at School. Journal of Developmental Psychologist: Iranian Psychologist, 16(61): 3-22 [In Persian].

Hong, E., & O'Neil Jr, H. F. (2001). Construct validation of a trait self‐regulation model. International Journal of Psychology, 36(3): 186-194.‏

Jadidian, A., & Duffy, R. D. (2012). Work volition, career decision self-efficacy, and academic satisfaction: An examination of mediators and moderators. Journal of Career Assessment, 20(2): 154-165.‏

kamari, S., Fouladchang, M., khormaee, F. (2020). A Causal Explanation of Academic Well-being based on Social Cognition, Social Achievement Goals and Academic and Social Positive Emotions. Educational Psychology, 16(57): 119-148 [In Persian].

Khalaj, E., & Savoji, A. P. (2018). The effectiveness of cognitive self-regulatory education on academic burnout and cognitive dissonance and academic achievement of elementary students. World Family Medicine Journal, 16(1): 225-231.‏

khormaee, F., &kamari, S. (2017). Construction and examine the psychometric characteristics the Academic Hope Scale. Biquarterly Journal of Cognitive Strategies in Learning, 5(8): 15-37 [In Persian].

Kline, R. B. (2016). Methodology in the social sciences. Principles and practice of structural equation modeling (4th ed). New York, NY, US: Guilford Press.

Korhonen, J., Linnanmäki, K., & Aunio, P. (2014). Learning difficulties, academic well-being and educational dropout: A person-centred approach. Learning and Individual Differences, 31, 1-10.‏

Korhonen, J., Tapola, A., Linnanmäki, K., & Aunio, P. (2016). Gendered pathways to educational aspirations: The role of academic self-concept, school burnout, achievement and interest in mathematics and reading. Learning and Instruction, 46, 21-33.

Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6): 683-706.‏

Larsen, R. J., Buss, D. M., Wismeijer, A., Song, J., & Van den Berg, S. (2021). Personality psychology: Domains of knowledge about human nature (Vol. 5). McGraw-Hill.‏

Madigan, D. J., & Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33(2): 387-405.‏

Mahapatra, A., & Sharma, P. (2021). Education in times of COVID-19 pandemic: Academic stress and its psychosocial impact on children and adolescents in India. International Journal of Social Psychiatry, 67(4): 397-399.‏

Marchiondo, K., Marchiondo, L. A., & Lasiter, S. (2010). Faculty incivility: Effects on program satisfaction of BSN students. Journal of Nursing Education, 49(11): 608-614.‏

May, R. W., Bauer, K. N., & Fincham, F. D. (2015). School burnout: Diminished academic and cognitive performance. Learning and Individual Differences, 42, 126-131.‏

May, R. W., Sanchez-Gonzalez, M. A., & Fincham, F. D. (2015). School burnout: increased sympathetic vasomotor tone and attenuated ambulatory diurnal blood pressure variability in young adult women. Stress, 18(1): 11-19.‏

McClelland, M. M., & Cameron, C. E. (2011). Self‐regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 2011(133): 29-44.‏

Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. Sage publications.

Mohammadi, S. D., Moslemi, Z., Ghomi, M. (2019). The Relationship between Hope Components with Academic Burnout, Motivation, and Status of Students in Qom University of Medical Sciences. The Journal Medical Education Development, 12(35): 27-36 [In Persian].

Mohammadipour, M., & Rahmati, F. (2016). The predictive role of social adjustment, academic procrastination and academic hope in the high school students’ academic burnout. Interdisciplinary Journal of Education, 1(1): 35-45.‏

Moradi, M. (2017). A Presentation of Causal Modal of Investigating Academic Engagement Mediatory Role in the Relation with Academic Self-Efficacy Beliefs and Academic Self-Esteem among High School Adolescents. Studies in Learning & Instruction, 9(1): 68-90 [In Persian].

Moradi, M., Solimani Khashab, A., Shahabzadeh, S., Sabaghian Baghdad Abad, H., & Dehghanizadeh, M. H. (2017). Testing for the Factor Structure and Measurement of Internal Consistency of the Irani Version of Academic Well-Being Questionnaire. Quarterly of Educational Measurement, 6(24): 251-276 [In Persian].

Moreno-Fernandez, J., Ochoa, J. J., Lopez-Aliaga, I., Alferez, M. J. M., Gomez-Guzman, M., Lopez-Ortega, S., & Diaz-Castro, J. (2020). Lockdown, emotional intelligence, academic engagement and burnout in pharmacy students during the quarantine. Pharmacy, 8(4): 1-8.‏

Muwonge, C. M., Schiefele, U., Ssenyonga, J., & Kibedi, H. (2017). Determinants of persistence among science teacher-trainees: Examining the role of self-efficacy, task value, and academic hope. Journal of Science Teacher Education, 28(6): 522-548.‏

Nair, R. L., Delgado, M. Y., Wheeler, L. A., & Thomas, R. (2021). Prospective links between acculturative stress and academic well-being among Latinx adolescents. Journal of Applied Developmental Psychology, 73, 1-13.

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 1-28.

Pekrun, R., & Stephens, E. J. (2010). Achievement emotions: A control-value approach. Social Personality Compass, 4(4): 238-255.

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4): 315-341.

Pintrich, P. R. (2000). “The role of goal orientation in self-regulated learning,” in Hand book of Self-Regulation, eds M. Boekaerts, P. R. Pintrich, & M. Zeidner (pp. 451–502). San Diego, CA: Academic Press.

Rotgans, J. I., & Schmidt, H. G. (2012). The Intricate Relationship between Motivation and Achievement: Examining the Mediating Role of Self-Regulated Learning and Achievement-Related Classroom Behaviors. International Journal of Teaching and Learning in Higher Education, 24(2): 197–208.

Ruus, V. R., Veisson, M., Leino, M., Ots, L., Pallas, L., Sarv, E. S., & Veisson, A. (2007). Students'well-being, coping, academic success, and school climate. Social Behavior and Personality: an international journal, 35(7): 919-936.‏

Saleem, F., Legette, K. B., & Byrd, C. M. (2022). Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents. Journal of School Psychology, 91, 97-111.

Salmela-Aro, K. (2017). Dark and bright sides of thriving–school burnout and engagement in the Finnish context. European Journal of Developmental Psychology, 14(3): 337-349.‏

Salmela-Aro, K., & Read, S. (2017). Study engagement and burnout profiles among Finnish higher education students. Burnout Research, 7, 21-28.‏

Salmela-Aro, K., & Upadyaya, K. (2020). School engagement and school burnout profiles during high school–The role of socio-emotional skills. European Journal of Developmental Psychology, 17(6): 943-964.‏

Samavi, S., & Najjarpourian, S. (2019). The Causal Relationship between Internal Motivation, Academic Engagement and Academic Self-Regulation with Academic Performance mediated by Self-Directed Learning in High School Students in Bandar Abbas. Biquarterly Journal of Cognitive Strategies in Learning, 7(12): 47-68 [In Persian].

Shek, D. T., & Chai, W. (2020). The impact of positive youth development attributes and life satisfaction on academic well-being: A longitudinal mediation study. Frontiers in Psychology, 11, 1-14.

Sieben, N. (2013). Writing hope, self-regulation, and self-efficacy as predictors of writing ability in first-year college students. Hofstra University.‏

Simon, C. R., & Durand-Bush, N. (2014). Differences in psychological and affective well-being between physicians and resident physicians: Does high and low self-regulation capacity matter? Psychology of Well-Being, 4(1): 1- 19.

Snyder, C. R. (1995). Conceptualizing, measuring, and nurturing hope. Journal of Counseling & Development, 73(3): 355-360.‏

Snyder, C. R., & Lopez, S. (2002). Handbook of positive psychology. New York: Oxford University Press.

Snyder, C. R., Lopez, S. J., Shorey, H. S., Rand, K. L., & Feldman, D. B. (2003). Hope theory, measurements, and applications to school psychology. School Psychology Quarterly, 18(2): 122-139.

Strack, J., & Esteves, F. (2015). Exams? Why worry? Interpreting anxiety as facilitative and stress appraisals. Anxiety, Stress, & Coping, 28(2): 205-214.‏

Stukalina, Y. (2012). Addressing service quality issues in higher education: the educational environment evaluation from the students’ perspective. Technological and Economic Development: Baltic Journal of Sustainability 18(1): 84–98.

Stukalina, Y. (2014). Identifying Predictors of Student Satisfaction and Student Motivation in the Framework of Assuring Quality in the Delivery of Higher Education. Business, Management and Education, 12(1): 127-137.‏

Sveinsdóttir, H., Flygenring, B. G., Svavarsdóttir, M. H., Thorsteinsson, H. S., Kristófersson, G. K., Bernharðsdóttir, J., & Svavarsdóttir, E. K. (2021). Predictors of university nursing student's burnout at the time of the COVID-19 pandemic: A cross-sectional study. Nurse Education Today, 106, 1-8.

Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self‐control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2): 271-324.

Tuominen-Soini, H., & Salmela-Aro, K. (2014). Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes. Developmental Psychology, 50(3): 649–662.

Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22(3): 290-305.‏

Vohs, K. D., & Baumeister, R. F. (Eds). (2016). Handbook of self-regulation: Research, theory, and applications. New York: Guilford Publications.‏

Vohs, K. D., & Schmeichel, B. J. (2002). What makes hope hopeful? The relationship between hope and self-regulation. Psychological Inquiry, 13(4): 318-321.‏

Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28-33.‏

Wang, J., Bu, L., Li, Y., Song, J., & Li, N. (2021). The mediating effect of academic engagement between psychological capital and academic burnout among nursing students during the COVID-19 pandemic: A cross-sectional study. Nurse Education Today, 102, 1-6.‏

Widlund, A., Tuominen, H., & Korhonen, J. (2018). Academic well-being, mathematics performance, and educational aspirations in lower secondary education: Changes within a school year. Frontiers in Psychology, 9, 1-20.‏

Zeinali, S., Akbari, B., Sadeghi, A., & Moghtader, L. (2021). Structural Model of the Relationship between Transformational Capitals and Study Hope with Academic Welfare and Behavioral Inhibition with the Mediating Role of Academic Retention among University Volunteer Students, ‏ Salamat Ijtimai (Community Health), 8(1): 1-12 [In Persian].

Zhao, R., & Kuo, Y. L. (2015). The role of self-discipline in predicting achievement for 10th graders. International Journal of Intelligent Technologies and Applied Statistics, 8(1): 61-70.

Zimmerman, B. J. (2000). “Attaining self-regulation: a social cognitive perspective,” in Hand book of Self-Regulation, eds M. Boekaerts, P. R. Pintrich, & M. Zeidner (pp. 13–39) San Diego, CA: Academic Press.

Zimmerman, B. J., & Kitsantas, A. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39(2): 145-155

Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group.