Intermediation role of academic passion in the relationship between goal orientation and academic self- efficacy
Subject Areas :
Education
احمدرضا اوجی نژاد
1
(عضو هیأت علمی دانشگاه مرودشت)
behnam azizi
2
(student)
Received: 2018-05-29
Accepted : 2019-12-22
Published : 2019-11-22
Keywords:
self-efficacy,
goal orientation,
Educational eagerness,
Abstract :
The purpose of this study was to determine the role of interpersonal learning aspirations in the relationship between goal orientation and academic self-efficacy. The research method is applied in terms of purpose and in terms of nature and method of descriptive and correlation. The statistical population of this study included students of the 7th elementary school of Marvdasht city. To determine the sample size, 150 students were selected based on multistage cluster random sampling. The data gathering tool in this study included three Jing and Morgan academic self-efficacy questionnaires, a goal orientation of Buffard et al., A Friedel and Paris enthusiasm questionnaire, which confirmed the validity and reliability of the tool. The results of Pearson correlation coefficient and path analysis indicated that: between orientation towards learning (learning) and orientation toward performance with academic eagerness, there was a significant direct relationship between the orientation towards non-performance and academic eagerness. . The goal orientation towards learning and avoiding students is able to predict their academic eagerness. Academic achievement has a direct, meaningful relationship with academic achievement. Educational etiquette plays a mediator role in the relationship between goal orientation and academic self-efficacy variables
References:
Abbasi, Muslim, Pirani, Zabih.(2015). The role of seduction and self-regulating motivation in predicting students' academic eagerness. Journal of Education in Medical Sciences, No. 15, pp. 160-169
Abedini, Yasmine, Hejazi, Ellahes, Sajjadi, Hossein, Tabataba'i, Mahmoud. (2009). The role of mediator of educational involvement in the relationship between avoidance-performance goals and academic achievement in female students in human sciences, Journal of Educational and Psychological Research, Vol. 4, No. 1, pp. 65-78.
Akhlaghi, Mehri; Talepadsand, Siavash. (2015). Effectiveness of Multidimensional Psychological Cognitive Interventions on Task Value, Purposefulness Orientation and Academic Autoregression in First Level High School, Journal of Educational Psychology, Vol. 11, No. 36, Pages 111-129.
Archambault, I., Janosz, M., Fallu, J. S. &Pagani L. S. (2009). Student engagement and itsrelationship with early high school dropout.Journal of Adolescence, 32, 651-670.
Astin, A.W. (2006). Making Sense of out of degree completion rates. Journal of College StudentRetention,7, (1),, 5-17.
Ataee Far, Robabeh and Shaghaghi, Farhad (2011). The relationship of goal orientation, self-regulation learning with academic progress in third-year students of mathematical physics and humanities. Quarterly Journal of Education and Research, Vol. 27, No. 2, pp. 43-28.
Bandura, A, (2006), Adolescent development from an agnatic perspective.
Bandura, A(2001). Guide of constructing self- Efficacy scales. Stanford, CA, USA: Stanford university.
Bang,I.,& Stromso,H.(2004). Epistemological belief and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology, 29, 374-388.
Bang.F. C.(2004) Future time orientation predicts academic engagement among first-year university students. British Journal _ Educational Psychology,703–718.
Bashpour, Sajjad; Nasri Nasrabadi, Behnam (2015). A Study of the Relationship between Academic Passion and Self-Efficacy among Students at Mohaghegh Ardabili University, International Conference on Research Findings in Psychology and Educational Sciences
Caprara, G. V. , Barbaranelli, C. , Steca, P. , & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490.
Chun, P. C., Lauer, J. and Patashnick, M. (2004). Individual Differences in Academic Motivation: Perceived Ability, Goals, Beliefs and Values. Learning and Individual Differences. 1, 63-84.
Church M, Elliot A, Gable S.(2009) Perception of classroom environment, achievement goals and achievement outcomes. J Educ Psychol.93(1):43-54.
Elliot A.( 2004) Approach and avoidance motivation and achievement goals. J Educ Psychol.; 34(3):169-90.
Elliot, A & Church, M, (1997). A hierarchical model of approach and avoidance achievement motivation, Journal of personality and social psychology, 218-232. 72
Elliot, A & McGregor, H, (2001). A 22 achievement goal framework, Journal of personality and social psychology, 80(3), 501-519.
Elliot, A., & McGregor, H. (2008). A 2×2 achievement goal framework, Journal of Personality and Social Psychology, 30, pp 951 – 971.
Elliot, A., McGregor, H.A. (2001).2 *2 Achivement goal farme work. journal of personality.3,501-519.
Elliot, A., McGregor, H.A., Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology. 91. 549-563.
Elliot, A.J, (1997).Integrating the "classic" and "contemporary" approach to achievement: a hierarchical model of approach and avoidance achievement motivation HN M.Maher& Pintrich (Eds), Advances in motivation and achievement, 10, 143-179.
Elliot, A.J., & Harackiewicz, J.M. (2008). Approach andavoidance achievement goal and intrinsic motivation: A mediation analysis.Journal of Personality and Social Psychology, 70, 461-475.
Finn, J. D. (1989). Withdrawing from school.Review of Educational Research, 59(2), 117-142.
Finn, Jeremy D(1993)..Academic success among students at risk for school failure. Journal of Applied Psychology, 221-234.
Genzalz, C. & Urdan, T. (2002). Academic self-handicapping and performance goals: A further examination. Contemporary Educational Psychology, 26(1), 61–75.
Jackson, W.(2002). Enhancing Self-efficacy and learning performance. Journal of Experimental Education, 7,243-255.
Kaprara A, Martin L, Maehr L.(2006) The contributions and prospects of goal orientation theory. J Educ Psychol Rev.19(2):141-84.
Karso. LM.(2006), How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition. J Contemp Educ Psychol. 2006;31(1):44-63.
Khojostmaehr, Reza, Abbaspour, Zabihala, and Karaya, Amin, and Kochaki, Rahim. (2012). Effect of educational achievement program on performance and self-concept, attitude towards school, learning success in school and social adjustment of students. Journal of Psychology School, No. 45, 56-27.
Midgley, C., Kaplan, A., & Middleton, M. (2001) Performance-approach goals
Naiami, Abdul Zahra. (2011). Relationship between the dimensions of academic motivation and the enthusiasm of third year high school students in Ahvaz. Master thesis of Ahvaz University.
Pajares, F. & Miller, D.M.(1997). Mathematics self – efficacy and mathematical
Peezi, Maryam; Shahravar, Mehrnaz; Farzad, Valiollah; Safaii, Parivash (2007). The Effectiveness of Exercise Tools Training on Happiness and Academic Achievement of Secondary School Students in Tehran High School Students, Psychological Studies: Volume 3, Number 4; From page 25 to page 43.
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
Pintrich, P.R & Linnenbrink, E.A. (2003). The role of self efficacy belifes in studend engagement and Learning in the classroom. Reading and writing Quartery, 19, 119-127.
Pintrich, P.R & Linnenbrink, E.A. (2003). The role of self efficacy belifes in studend engagement and Learning in the classroom. Reading and writing Quartery, 19, 119-127.
Psychology, 80,3.260-267.
Seif, Ali Akbar.( 2003). Educative psychology. Sixth Edition. Tehran: Doran Publications.
Seif, Diba( 2015). Prediction of Math Self-efficacy Based on Objectives Oriented among Students with Academic Excellence, Education and Learning Studies (Social Sciences and Humanities at Shiraz University): Volume 7, Issue 2, Page 21 to Page 40.
Shariatmadari, Mehdi (2009). The Relationship between Organizational Health and the Effectiveness of Managers of Education Management Schools in Tehran, Journal of Education and Evaluation, Second Year, No. 6, pp. 151-119.
sheii, D. (2012). (Re)conceptualising student engagement: Doing education not doing time. Teaching and Teacher Education, 24, 1765-1776.
Strabeel, T (2011). Development and datametric properties of a scale measuring students perception of the classroom assessment environment. International Journal of Instruction .Vol 4, No 1,106-120.
Zimmerman, B. J. (2008). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91.
Zolali, Behrooz, Ghorbani, Fatemeh( 2014). Comparison of Academic Motivation and School Excitement in Students with and Without Dyslexia,journal of Learning Disabilities, Volume 3, Number 4; From page 44 to page 58.
_||_
