The causal model of academic achievement based on the hardiness and perception of the classroom environment with the mediation of academic engagement

Subject Areas : Educational Science

Fozieh Elhampour ¹ (Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran)
hamzeh Ganji ² (Department of Psychology, Faculty of Educational Sciences and Psychology, Allameh Tabatabai University. Tehran Iran)
Kadije Abolmaali Alhosani ³ (Associate Prof, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran)

Received: 2016-12-26 Accepted : 2018-12-29 Published : 2018-12-22

Keywords: Academic Achievement, explanation, Academic Engagement, Keywords: hardiness, perceived classroom environment,

Abstract :

Abstract Academic achievement is one of the indicators of the academic success and development of societies. The aim of this study was to explain a model of causal prediction of students' academi achievement based on hardiness and perception of the classroom environment by mediation of the academic engagement. Research method was correlation. A sample size of 300 of all (1411) male and female students of the third grade in empirical science course of high school in Dezful in 1393-94 was selected using multi-stage random sampling. They answered Kobasa.'S hardiness questionnaire (1994), Reliability =0/68,Index fit (GFI=0/93, RMSEA=0/074), Gentry, Gable and Rizza perception of the classroom environment (2002), Reliability=0/81, (GFI=0/93 (RMSEA=0/063) and Pintrich & De Groot academic engagement (1994), Reliability=0/90, (GFI=0/94, RMSEA=0/058).The data analyzed by structural equation modeling. Results showed that model, was good fit by data. Direct effect of the academic engagement on academic achievement was0/32, perception of the classroom environment on academic engagement was 0/758 and Indirect effect of the perception of the classroom environment on academic achievement by mediation of the academic engagement was0/24, which all (p<0/0001) were meaningful. Effect of the hardiness on academic achievement was -0/29 (p<0/0001) and meaningful. On the whole, hardiness and perception of the classroom environment explained16/7% of the variance of academic achievement and perception of the classroom environment explained 57/9 % of the variance of academic engagement. Thus, it is necessary that planners and teachers provide opportunities for activating and benefiting from challenging assignments for students.