Designing and Testing the Pattern of the Effect of Academic Self-Steem and Academic Emotions on Academic Performance by Considering the Mediating Role of Academic Motivation in Students

Subject Areas : Educational Psychology

Saeed Bakhtiarpoor ¹ , Laheg Mehri ² , Zahra Eftekharsoadi ³ , Rezvan Homaie ⁴

1 - Ahvaz
2 - Ahvaz
3 - Ahvaz
4 - Ahvaz

Received: 2019-12-15 Accepted : 2020-06-22 Published : 2020-05-21

Keywords: academic self-steem, positive academic emotions, negative academic emotions, academic performance & academic motivation,

Abstract :

The aim of this study was to design and test the pattern of the effect of academic self-steem and academic excellence on academic performance by considering the intermediate role academic motivation of students. In this descriptive-correlational study, all students of Islamic Azad University of Ahvaz in the academic year 2018-19 constituted. From this population, 210 people were selected through multy-stage cluster sampling method. The proposed model was evaluated using a path analysis method.The results of this study showed that the direct relationships between academic self-steem whit academic performance (p<0.01,=β0.169); academic self-steem whit academic motivation (p<0.05,=β0.145); positive academic excellence whit academic motivation (p<0.05,=β-0.139), negative academic excellence whit academic performance (p<0.01,=β-0.462) negative academic excellence whit academic motivation (p<0.01,=β-0.413);  academic  motivation  whit  academic  performance (p<0.01,=β-0.169) were significant. But the relationships positive academic excellence whit academic performance (p>0.05,=β-0.096) was not significant. Also, the indirect relationships self-steem whit academic performance considering the mediating role of academic motivation (p<0.05,=β0.002), positive academic excellence on academic performance considering the mediating role of academic motivation (p<0.05,=β0.002), and negative academic excellence on academic performance  considering  the  mediating  role  of  academic  motivation (p<0.05,=β-0.002) were significant. The proposed model had an acceptable fitness to the result.

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Topcu, S., & Leana-Taşcılar, M. Z. (2016). The role of motivation and self-esteem in the academic achievement of Turkish gifted students. Gifted Education International, 34(1), 3-18.

Torres, L. L., Palhares, J. A., & Afonso, A. J. (2018). Marketing accountability and excellence in the Portuguese state school: The construction of school social image through academic performance. Education policy analysis archives, 26(1), 130-134.

Urdan, T., & Bruchmann, K. (2018). Examining the academic motivation of a diverse student population: A consideration of methodology. Educational Psychologist, 53(2), 114-130.

Veas, A., Gilar-Corbi, R., & Miñano, P. (2016). The influence of gender, intellectual ability, academic self-concept, self-regulation, learning strategies, popularity and parent involvement in early adolescence. 6(8), 591-597

Vizoso, C., Arias-Gundín, O., & Rodríguez, C. (2018). Exploring coping and optimism as predictors of academic burnout and performance among university students. Educational Psychology, 39(1), 1-16.

Wu, Z. (2019). Academic Motivation, Engagement, and Achievement among College Students. College Student Journal, 53(1), 99-112.

Ying, Q., Fan, Y., Luo, D., & Christensen, T. (2017). Resources allocation in Chinese universities: hierarchy, academic excellence, or both? Oxford Review of Education, 43(6), 659-676.

Altbach, P. (2016). Two Central Obstacles to Russian Academic Excellence. International Higher Education, (87), 20-22.

Baghernejad, R., & Qasemzadeh, A. (2015). Investigating the Relationship between Motivation of Academic Achievement and Self-Efficacy of Students of Shahid Madani University of Azerbaijan, National Conference on Psychology of Educational and Social Sciences, Mazandaran, Komeh Alam Avaran Danesh Research Institute [In Persian].

Bhatt, S., & Bahadur, A. (2018). Role of Self Esteem & Self Efficacy in Achievement Motivation among College Students. The International Journal of Indian Psychology, 6(2), 5-13.

Carmona–Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2019). How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance. Journal of Happiness Studies, 20(2), 605-617.

Chon, Y. V., & Shin, T. (2019). Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis. Learning and Individual Differences, 70(2), 62-75.

Cocorada E. (2016). Achievement emotions and performance among university students. Bulletin of the Transilvania University of Brasov Series VII: Social Sciences Law. 9(2):119-28.

Cross, F. L., Marchand, A. D., Medina, M., Villafuerte, A., & Rivas‐Drake, D. (2019). Academic socialization, parental educational expectations, and academic self‐efficacy among Latino adolescents. Psychology in the Schools, 19(2), 101-107

Dawkins, J. M., Hudson, V., & Brown, E. (2016). Incorporating pathways of learning, esteem and confidence for academic excellence: Girls with Pearls, 20(3):502-523.

De Greeff, J. W., Bosker, R. J., Oosterlaan, J., Visscher, C., & Hartman, E. (2018). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis. Journal of science and medicine in sport, 21(5), 501-507.

GAO, Z. H. (2019). Chairing an academic pathology department: challenges and opportunities. Journal of clinical pathology, 72(3), 206-212.

Garcia, M. G. G., & Subia, G. S. (2019). High school athletes: Their motivation, study habits, self-discipline and academic performance. 6(1), 86-90

Hayat, A. A., esmi, K., Rezaei, R., & Nabiei, P. (2019). Relationship between academic excitement and academic performance of medical students of Shiraz University of Medical Sciences. Research in Medical Education. 9(4), 20-29 [In Persian].

Hemmati, N., Noshadi, N., & Nickel, F. (2017). Providing a structural model of academic motivation and emotional engagement: mediating the emotions of progress. New educational ideas. 13(3), 144-123 [In Persian].

Ishihara, T., Morita, N., Nakajima, T., Okita, K., Sagawa, M., & Yamatsu, K. (2018). Modeling relationships of achievement motivation and physical fitness with academic performance in Japanese schoolchildren: Moderation by gender. Physiology & behavior, 194(1), 66-72.

Ismail, NM. (2015). EFL Saudi students' class emotions and their contributions to their English achievement at Taif University. International Journal of Psychological Studies. 7(4), 20-29.

Jirdehi, M. M., Asgari, F., Tabari, R., & Leyli, E. K. (2018). Study the relationship between medical sciences students’ self-esteem and academic achievement of Guilan University of medical sciences. Journal of education and health promotion, 7(1), 17-26.

Jones, B. D., Byrnes, M. K., & Jones, M. W. (2019). Validation of the MUSIC Model of Academic Motivation Inventory: Evidence for Use with Veterinary Medicine Students. Frontiers in veterinary science, 6(11), 1-9

Khosropour, F., & Nikoie, M. (2015). The Relationship between perfectionism, achievement motivation, self-esteem, and academic performance among nursing students. Strides in Development of Medical Education, 11(4), 542-549.

Lee, J., & Kang, C. (2019). A litmus test of school accountability policy effects in Korea: cross-validating high-stakes test results for academic excellence and equity. Asia Pacific Journal of Education, 11(1), 517-531

Liou, D. D., & Rotheram-Fuller, E. (2019). Where is the real reform? African American students and their school’s expectations for academic performance. Urban Education, 54(3), 397-429.

Lumbreras, Jr., R., & Rupley, W. H. (2017). ISI, se puede! Achieving academic excellence online. Distance Education, 38(3), 381-393.

Lv, J., & Wang, B. F. (2016). A Study on Self-Esteem, Locus of Control and Achievement Motivation among High School Students. In 3d International Conference on Applied Social Science Research (ICASSR 2015). Atlantis Press.

Mafla, A. C., Divaris, K., Herrera-López, H. M., & Heft, M. W. (2019). Self-Efficacy and Academic Performance in Colombian Dental Students. Journal of dental education, 83(6), 697-705

Mantasiah, R., & Yusri, (2018). Pay It Forward Model in Foreign Language Learning to Increase Student’s Self Efficacy and Academic Motivation. Journal of Physics: Conference Series. 1028, 1(1), 38-44. 012178. IOP Publishing.

Nouri, F. Mirshah Jafari, S, I., & Saadatmand, z. (2014). Investigating the relationship between academic self-confidence and academic achievement in physical motivation based on academic motivation. Research in Curriculum Planning (Knowledge and Research in Educational Sciences-Curriculum Planning). 12(19), 89-75 [In Persian].

O’Leary, M., & Wood, P. (2019). Reimagining teaching excellence: why collaboration, rather than competition, holds the key to improving teaching and learning in higher education. Educational Review, 71(1), 122-139.

Parker, P. D., Marsh, H. W., Jerrim, J. P., Guo, J., & Dicke, T. (2018). Inequity and excellence in academic performance: evidence from 27 countries [accepted manuscript].55(1), 863-858.

Pekrun R., Goetz T., Daniels L M., Stupnisky R. H., & perry R. P. (2010). Boredom in achievement setting: control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(2), 531-549.

Pullen, A. G., Griffioen, D. M., Schoonenboom, J., de Koning, B. B., & Beishuizen, J. J. (2018). Does excellence matter? The influence of potential for excellence on students’ motivation for specific collaborative tasks. Studies in higher education, 43(11), 2059-2071.

Rezaei, A., Hosseini Manesh, S., Makond Hosseini, Sh., & Akbari Balotabangan, A. (2014). The relationship between emotional creativity and self-efficacy with academic performance. The mediating role of motivation to progress. Quarterly Journal of Innovation and Creativity Research in the Humanities. 4(3), 33-53 [In Persian].

Ryan, M., & Deci, L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp Educ Psychol. 25(1), 54-67.

Sharifian, F., Nasr, A., & Abedi, L. (2010). Indicators of academic performance and evaluation of its implementation by faculty members. New Thought Education. 1(1), 9-33.

Sharma, H. L. (2018). A Correlation Study among Cognitive Styles, Achievement Motivation and Academic Achievement using Multimedia and Traditional Instructional Strategies. International Journal of Research in Social Sciences, 8(5), 70-75.

Sharma, D., & Sharma, S. (2018). Relationship between motivation and academic achievement. International Journal of Advances in Scientific Research, 4(1), 01-05.

Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual Differences, 120(1), 238-245.

Tastan, S. B., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students. EURASIA Journal of Mathematics Science and Technology Education, 14(6), 2353-2366.

Tharp, R. (2018). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Routledge.

Topcu, S., & Leana-Taşcılar, M. Z. (2016). The role of motivation and self-esteem in the academic achievement of Turkish gifted students. Gifted Education International, 34(1), 3-18.

Torres, L. L., Palhares, J. A., & Afonso, A. J. (2018). Marketing accountability and excellence in the Portuguese state school: The construction of school social image through academic performance. Education policy analysis archives, 26(1), 130-134.

Urdan, T., & Bruchmann, K. (2018). Examining the academic motivation of a diverse student population: A consideration of methodology. Educational Psychologist, 53(2), 114-130.

Veas, A., Gilar-Corbi, R., & Miñano, P. (2016). The influence of gender, intellectual ability, academic self-concept, self-regulation, learning strategies, popularity and parent involvement in early adolescence. 6(8), 591-597

Vizoso, C., Arias-Gundín, O., & Rodríguez, C. (2018). Exploring coping and optimism as predictors of academic burnout and performance among university students. Educational Psychology, 39(1), 1-16.

Wu, Z. (2019). Academic Motivation, Engagement, and Achievement among College Students. College Student Journal, 53(1), 99-112.

Ying, Q., Fan, Y., Luo, D., & Christensen, T. (2017). Resources allocation in Chinese universities: hierarchy, academic excellence, or both? Oxford Review of Education, 43(6), 659-676.