The Relationship between Teaching Skills, Academic Emotion, Academic Stress and Perceived Behavioral Control in Academic Achievement Prediction:

Subject Areas : Educational Science

davood mirzaei far ¹ , nabi nazari ² , fariba monazami tabar ³

1 - Ph.D. Planning Curriculum, University of Bu-Ali, Hamedan, Iran.
2 - Master of Psychology, Hamadan University, Islamic Azad University, Hamedan, Iran (Corresponding Author)
3 - Faculty Member of Hamadan Department of Psychology, Islamic Azad University, Hamedan, Iran

Received: 2019-05-20 Accepted : 2020-06-20 Published : 2020-08-22

Keywords: structural equation modeling, Higher Education, Teaching Skill, academic emotion, perceived behavioral control,

Abstract :

This cross-sectional study conducted to develop a model for predicting academic achievement of university students by investigating the relationship between teaching skills, academic emotions (positive and negative), and academic stress associated with perceived behavioral control using structural equation modelling. The statistical population consisted of 360 students of Islamic Azad University of Hamedan who were selected randomly using relative stratified method. The study was descriptive and correlation. The data was analyzed by SPSS version 25 and SmartPLS version 3.2.8. The results showed that validity and adequacy of the suggested model was suitable. Thus, it could be used in different situations by experts in the related areas. The relationship between positive perceived behavioral control and academic achievement was significant; perceived behavioral moderated the effect of negative emotion and stress on academic achievement. The key role of professor skills in academic achievement of students was confirmed directly or through its effect on positive emotion. The effect of teaching skills was not significant on academic achievement of students with negative perceived behavioral control, while the effect of academic stress was confirmed on these students. Therefore, identification of students with negative perceived behavioral control and psychological interventions for these students can be effective in their academic achievement and their mental health.