The Pattern of Structural Relationships Predicting Students' Academic Achievement Based on Morning-Evening Types with the Mediating Role of Academic Emotions
The Pattern of Structural Relationships Predicting Students' Academic Achievement Based on Morning-Evening Types with the Mediating Role of Academic Emotions
Subject Areas : Educational Psychology
Mahshid Keyvanlou
1
,
zahra Akhavi Samarein
2
,
Haniyeh Saeedi Chavan
3
,
safura keyvanlo
4
1 - Department of Counseling, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
2 - Dept. of Counseling, Faculty of Education and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
3 - Department of Counseling, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
4 - MA, Department of Psychology, University of Mohaghegh Ardabili, Ardebil, Iran
Keywords: Academic Achievement, Morning-evening Types, Academic Emotions, Students,
Abstract :
Academic achievement is a fundamental factor in ensuring students’ career success, personal development, and the sustainable advancement of societies. Accordingly, the present study aimed to pattern of structural relationships predicting students' academic achievement based on morning-evening types with the mediating role of academic emotions. This descriptive-correlational study was conducted with 200 senior high school students from Sabzevar during the second semester of the 2024–2025 academic year, selected via multistage cluster sampling. Participants completed questionnaires assessing academic achievement (HPMQ), Morning-evening Types (MEQ), and academic emotions (AEQ). Data were analyzed using structural equation modeling (SEM). The results indicated that morning-evening types have a significant positive direct effect on academic achievement (β=0.309, p<0.005) and academic emotions (β=0.566, p<0.001), as well as an indirect effect on academic achievement mediated by academic emotions (β=0.23, p<0.005). Based on these findings, it is recommended that educational policies prioritize morning school shifts and enhance student reward and encouragement systems. Considering the influence of chronotypes on positive academic emotions and their role in improving educational performance, aligning school schedules with students’ biological rhythms may increase motivation, focus, and efficiency. Furthermore, strengthening positive emotional strategies through psychological interventions and motivational programs in educational settings could facilitate students’ academic growth.
Abstract
Academic achievement is a fundamental factor in ensuring students’ career success, personal development, and the sustainable advancement of societies. Accordingly, the present study aimed to pattern of structural relationships predicting students' academic achievement based on morning-evening types with the mediating role of academic emotions. This descriptive-correlational study was conducted with 200 senior high school students from Sabzevar during the second semester of the 2024–2025 academic year, selected via multistage cluster sampling. Participants completed questionnaires assessing academic achievement (HPMQ), Morning-evening Types (MEQ), and academic emotions (AEQ). Data were analyzed using structural equation modeling (SEM). The results indicated that morning-evening types have a significant positive direct effect on academic achievement (β=0.309, p<0.005) and academic emotions (β=0.566, p<0.001), as well as an indirect effect on academic achievement mediated by academic emotions (β=0.23, p<0.005). Based on these findings, it is recommended that educational policies prioritize morning school shifts and enhance student reward and encouragement systems. Considering the influence of chronotypes on positive academic emotions and their role in improving educational performance, aligning school schedules with students’ biological rhythms may increase motivation, focus, and efficiency. Furthermore, strengthening positive emotional strategies through psychological interventions and motivational programs in educational settings could facilitate students’ academic growth.
Keywords: Academic Achievement, Morning-evening Types, Academic Emotions, Students
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