Predictive of Positive School Orientation Based on Social-Emotional Learning and Parent-Child Relationship with Motivational Structure Mediation

Subject Areas : Journal of Excellence in counseling and psychotherapy

Parisa Farnodian ¹ , Khadije Abolmaali Alhoseini ² , Kianosh Hashemian ³

1 - PhD student of Psychology, Islamic Azad University, Roudehen Branch, Roudehen, Iran.
2 - Associate Professor, Department of Psychology, Islamic Azad University, Roodehen Branch, Roodehen, Iran.
3 - Associate Professor, Department of Psychology, Islamic Azad University, Roodehen Branch, Roodehen, Iran.

Received: 2019-08-04 Accepted : 2019-10-05 Published : 2020-01-21

Keywords: socioeconomic status, parent-child relationship, Positive school orientation, Socio-emotional learning, Motivational structure,

Abstract :

Objective: The purpose of this study was to predict positive school orientation based on socio-emotional learning, socioeconomic status and parent-child relationship with motivational structure mediation. Method: The research method in this study was descriptive-correlational with emphasis on possible causal relationships based on structural equations. Is. The study population consisted of all female secondary school students in Tehran. In this study, the sample size was 481 using multi-stage cluster sampling. The research tools were Ahmadi School Positive Orientation (1396) Questionnaire, Kassel's Socio-Emotional Learning (2008) Questionnaire, Thames socioeconomic status (2007), Fain's parent-child relationship (1963), Morland and Schubel, and Cox and Klinger motivational structure (2002). Results: The results of the research data obtained by modifying the structural model in three stages of modification model and fitness indices show that the structural model fits with the collected data. Thus, the first hypothesis of the research is the structural equation analysis of the developed model showing that all path coefficients except social-emotional learning to adaptive motivation structure, social-emotional learning to positive attitude to school and adaptive motivational structure to positive attitude to school , At the 0.01 level were significant and fit. Conclusion: Therefore, social-emotional learning and the parent-child relationship with the mediating role of motivational structure have a significant effect on students' positive attitudes toward school.