A Causal Explanation of Academic Engagement based on Social Cognition: The Mediating Role of Academic and Social Positive Emotions
Subject Areas : Clinical psychologySaman PhD Candidate Shiraz University Kamari 1 , Mahbubooh Fouladchang 2 , Farhad Khormaee 3 , Razieh Shekhaleslami 4 , Bahram Jokar 5
1 - PhD Candidate Shiraz University
2 - PhD
Shiraz University
3 - PhD Shiraz University
4 - PhD Shiraz University
5 - PhD Shiraz University
Keywords: Academic Engagement, academic emotions, academic hope, admiration, social cognition, social emotions,
Abstract :
The aim of this study was to explain academic engagement based on social cognition. In this regard, the mediating role of academic and social positive emotions were investigated. In this study a correlational research method was used. Five hundred and sixty six (278 males , 288 females) students were selected from Shiraz University by multistage random cluster sampling. The participants completed the Social Cognition Questionnaire (Nejati, Kamari, & Jafari, in press), the Academic Hope Scale (Khormaei, & Kamari, 2017), the Admiration Scale (Schindler, & et al, 2013), and the Academic Engagement Inventory (Salmela-Aro, & Upadyaya, 2012). To analyze the data, the structural equation modeling was used. The results indicated that social cognition had direct effects on academic hope (β= 0.46), admiration (β= 0.37), and academic engagement (β= 0.49). The academic hope had a direct effect on academic engagement (β= 0.24). The social cognition related to academic engagement (β= 0/11) indirectly through academic positive emotion (academic hope). In general, the results indicated that the academic positive emotion (academic hope) mediated the association between social cognition and academic engagement. These findings supported empirically the control-value theory of achievement emotions among Iranian students.
ردبار، م. و یوسفی، ف. (1395). نقش واسطه‌‌ای نظام خود و هیجان‌‌های تحصیلی در رابطه بین محیط حامی خودپیروی و درگیری تحصیلی. فصلنامة روان‌‌شناسی تحولی: روان‌‌شناسان ایرانی، 13 (49)، 28-13.
خجسته‌مهر، ر.، عباس‌پور، ذ.، کرایی، ا. و کوچکی، ر. (1391). تأثیر برنامة موفقیت تحصیلی بر عملکرد و خودپندارة تحصیلی، نگرش نسبت به مدرسه، یادگیری شیوة موفقیت در مدرسه و سازگاری اجتماعی دانشآموزان. فصلنامة روان‌‌شناسی مدرسه، 1 (1)، 45-27.
خرمائی، ف. و کمری، س. (1396). ساخت و بررسی ویژگی‌‌های روانسنجی مقیاس امید به تحصیل. دوفصلنامة راهبردهای شناختی در یادگیری، 5 (8)، 15-37.
ریحانی، م.، کمری، س.، زارعی، ر. و نجاتی، و. (1395). شناخت اجتماعی و رضایت از تحصیل: نقش واسطه‌‌ای هیجانات پیشرفت. دوفصلنامة علمی-پژوهشی شناخت اجتماعی، 5 (2)، 152-134.
داودوندی، ف. و شکری، ا. (1395). فرایندهای ارزیابی هیجان‌‌های پیشرفت و تعهد تحصیلی: تحلیل واسطه‌‌ای. فصلنامة روان‌‌شناسی تحولی: روان‌‌شناسان ایرانی، 13 (50)، 198-183.
کمری، س. و خرمائی، ف. (1394). بررسی نقش واسطه‌‌ای صبر در ارتباط بین سرسختی روان‌‌شناختی و امید به تحصیل در دانشآموزان دبیرستان. پژوهش‌‌های کاربردی در روان‌‌شناسی تربیتی، 2 (3)، 78-60.
گلستان جهرمی، ف.، پورشهریاری، م. و اصغرنژادفرید، ع. ا. (1387). بررسی رابطة بین هوش هیجانی با پیشرفت تحصیلی دانشآموزان تیزهوش و عادی. مجلة علوم تربیتی و روان‌‌شناسی دانشگاه سیستان و بلوچستان، 5 (1)، 98-79.
عبدالله‌پور، م. ا. و شکری، ا. (1394). تحلیل مشخصه‌‌های روانسنجی فهرست مشغولیت تحصیلی در دانشجویان ایرانی. مجلۀ مطالعات آموزش و یادگیری، 7 (2)، 108-90.
نجاتی، و. (1392). ارتباط بین وضعیت تحصیلی و توانایی شناختی مغز در دانشجویان. راهبردهای آموزش در علوم پزشکی، 6 (4)، 19-9.
نجاتی، و.، کمری، س. و جعفری، ص. (زیر چاپ). بررسی ویژگی‌‌های روانسنجی مقیاس شناخت اجتماعی. دوفصلنامة شناخت اجتماعی.
Alexander, E. S., & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a coping strategy. Journal Personality and Individual Differences, 42(7), 1301- 1310.
Algoe, S. B., & Haidt, J. (2009). Witnessing excellence in action: The “other-praising” emotions of elevation, gratitude, and admiration. Journal of Positive Psychology, 4(2), 1-23.
Amirkhan, J., & Auyeung, B. (2007). Coping with stress across the lifespan: Absolute vs. relative changes in strategy. Journal of Applied Developmental Psychology, 28, 297-317.
Astington, J. W. (2007). Intention in the child’s theory of mind. In D. Frye & C. Moore (Eds.), Children’s theories of mind: Mental states and social understanding. (pp. 157-172). Hillsdale, NJ: Erlbaum.
Bakopoulou, I., & Dockrell, J. E. (2016). The role of social cognition and prosocial behaviour in relation to the socio-emotional functioning of primary aged children with specific language impairment. Research in Developmental Disabilities, 49–50, 354–370.
Bijstra, J. O., Bosma, H. A., & Jackson, S. (1994). The relationship between social skills and psycho-social functioning in early adolescence. Personality Individual Difference, 16, 767–776.
Corrigan, P. W., & Penn, L. (2001). Framing models of social cognition and schizophrenia. In P. W. Corrigan & L. Penn (Eds.), Social cognition and schizophrenia (pp. 3-40). Washington, DC: American Psychological Association.
Cummings, M. E. (2015). The mate choice mind: studying mate preference, aversion and social cognition in the female poeciliid brain. Animal Behaviour, 103, 249-258.
Denckla, M. (2007). Executive function: Binding together the definitions of attention deficit/ hyperactivity disorder and learning disabilities. In L. Meltzer (Ed.) Executive function on education: From theory to practice, (pp. 5-18). New York: The Gilford Press.
Derks, J., Jolles, J., Rijn, J. V., & Krabbendam, L. (2016). Individual differences in social cognition as predictors of secondary school performance. Trends in Neuroscience and Education, 5(4), 166-172 .
Dimaggio, G., Lysaker, P. H., Carcione, A., Nicolo, G., & Semerari, A. (2008). Know yourself and you shall know the other to a certain extent: Multiple paths of influence of self-reflection on mindreading. Consciousness & Cognition, 17, 778–789.
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Flavell, J. H. (2000). Development of children’s knowledge about the mental world. International Journal of Behavioral Development, 24, 15-23.
Fredrickson, B. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. The American Psychologist, 56(3), 218-226.
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Fredrickson, B., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion, 19 (3), 313-332.
Froman, L. (2010). Positive psychology in the workplace. Journal of Adult Development, 17 (2), 59-69.
Goetz, T., Frenzel, A., Hall, N., & Pekrun, R. (2008). Antecedents of academic emotion: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33.
Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions a social-cognitive perspective: Antecedents and domain specificity of students, affect in the context of Latin instruction. British Journal of Educational Psychology, 76, 289-308.
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خجسته‌مهر، ر.، عباس‌پور، ذ.، کرایی، ا. و کوچکی، ر. (1391). تأثیر برنامة موفقیت تحصیلی بر عملکرد و خودپندارة تحصیلی، نگرش نسبت به مدرسه، یادگیری شیوة موفقیت در مدرسه و سازگاری اجتماعی دانشآموزان. فصلنامة روان‌‌شناسی مدرسه، 1 (1)، 45-27.
خرمائی، ف. و کمری، س. (1396). ساخت و بررسی ویژگی‌‌های روانسنجی مقیاس امید به تحصیل. دوفصلنامة راهبردهای شناختی در یادگیری، 5 (8)، 15-37.
ریحانی، م.، کمری، س.، زارعی، ر. و نجاتی، و. (1395). شناخت اجتماعی و رضایت از تحصیل: نقش واسطه‌‌ای هیجانات پیشرفت. دوفصلنامة علمی-پژوهشی شناخت اجتماعی، 5 (2)، 152-134.
داودوندی، ف. و شکری، ا. (1395). فرایندهای ارزیابی هیجان‌‌های پیشرفت و تعهد تحصیلی: تحلیل واسطه‌‌ای. فصلنامة روان‌‌شناسی تحولی: روان‌‌شناسان ایرانی، 13 (50)، 198-183.
کمری، س. و خرمائی، ف. (1394). بررسی نقش واسطه‌‌ای صبر در ارتباط بین سرسختی روان‌‌شناختی و امید به تحصیل در دانشآموزان دبیرستان. پژوهش‌‌های کاربردی در روان‌‌شناسی تربیتی، 2 (3)، 78-60.
گلستان جهرمی، ف.، پورشهریاری، م. و اصغرنژادفرید، ع. ا. (1387). بررسی رابطة بین هوش هیجانی با پیشرفت تحصیلی دانشآموزان تیزهوش و عادی. مجلة علوم تربیتی و روان‌‌شناسی دانشگاه سیستان و بلوچستان، 5 (1)، 98-79.
عبدالله‌پور، م. ا. و شکری، ا. (1394). تحلیل مشخصه‌‌های روانسنجی فهرست مشغولیت تحصیلی در دانشجویان ایرانی. مجلۀ مطالعات آموزش و یادگیری، 7 (2)، 108-90.
نجاتی، و. (1392). ارتباط بین وضعیت تحصیلی و توانایی شناختی مغز در دانشجویان. راهبردهای آموزش در علوم پزشکی، 6 (4)، 19-9.
نجاتی، و.، کمری، س. و جعفری، ص. (زیر چاپ). بررسی ویژگی‌‌های روانسنجی مقیاس شناخت اجتماعی. دوفصلنامة شناخت اجتماعی.
Alexander, E. S., & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a coping strategy. Journal Personality and Individual Differences, 42(7), 1301- 1310.
Algoe, S. B., & Haidt, J. (2009). Witnessing excellence in action: The “other-praising” emotions of elevation, gratitude, and admiration. Journal of Positive Psychology, 4(2), 1-23.
Amirkhan, J., & Auyeung, B. (2007). Coping with stress across the lifespan: Absolute vs. relative changes in strategy. Journal of Applied Developmental Psychology, 28, 297-317.
Astington, J. W. (2007). Intention in the child’s theory of mind. In D. Frye & C. Moore (Eds.), Children’s theories of mind: Mental states and social understanding. (pp. 157-172). Hillsdale, NJ: Erlbaum.
Bakopoulou, I., & Dockrell, J. E. (2016). The role of social cognition and prosocial behaviour in relation to the socio-emotional functioning of primary aged children with specific language impairment. Research in Developmental Disabilities, 49–50, 354–370.
Bijstra, J. O., Bosma, H. A., & Jackson, S. (1994). The relationship between social skills and psycho-social functioning in early adolescence. Personality Individual Difference, 16, 767–776.
Corrigan, P. W., & Penn, L. (2001). Framing models of social cognition and schizophrenia. In P. W. Corrigan & L. Penn (Eds.), Social cognition and schizophrenia (pp. 3-40). Washington, DC: American Psychological Association.
Cummings, M. E. (2015). The mate choice mind: studying mate preference, aversion and social cognition in the female poeciliid brain. Animal Behaviour, 103, 249-258.
Denckla, M. (2007). Executive function: Binding together the definitions of attention deficit/ hyperactivity disorder and learning disabilities. In L. Meltzer (Ed.) Executive function on education: From theory to practice, (pp. 5-18). New York: The Gilford Press.
Derks, J., Jolles, J., Rijn, J. V., & Krabbendam, L. (2016). Individual differences in social cognition as predictors of secondary school performance. Trends in Neuroscience and Education, 5(4), 166-172 .
Dimaggio, G., Lysaker, P. H., Carcione, A., Nicolo, G., & Semerari, A. (2008). Know yourself and you shall know the other to a certain extent: Multiple paths of influence of self-reflection on mindreading. Consciousness & Cognition, 17, 778–789.
Flavell, J. H. (1999). Cognitive development: Children’s knowledge about the mind. Journal of Annual Review of Psychology, 50, 21-45.
Flavell, J. H. (2000). Development of children’s knowledge about the mental world. International Journal of Behavioral Development, 24, 15-23.
Fredrickson, B. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. The American Psychologist, 56(3), 218-226.
Fredrickson, B. (2003). The value of positive emotions. American Scientist, 91, 330-335.
Fredrickson, B., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion, 19 (3), 313-332.
Froman, L. (2010). Positive psychology in the workplace. Journal of Adult Development, 17 (2), 59-69.
Goetz, T., Frenzel, A., Hall, N., & Pekrun, R. (2008). Antecedents of academic emotion: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33.
Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions a social-cognitive perspective: Antecedents and domain specificity of students, affect in the context of Latin instruction. British Journal of Educational Psychology, 76, 289-308.
Gomila, T., & Calvo, P. (2008). Directions for an embodied cognitive science: Toward an integrated approach. In Calvo P. & Gomila A. (Eds.), Handbook of cognitive science: An embodied approach. San Diego, Elsevier.
Green, M. F., & Horan, W. P. (2010). Social cognition in schizophrenia. Current Directions in Psychological Science, 19 (4), 243–248.
Haidt, J., & Morris, J. P. (2009). Finding the self in self-transcendent emotions. Proceedings of the National Academy of Sciences, 106(19), 7687–7688.
Haidt, J., & Seder, P. (2009). Admiration and awe. In D. Sander & K. R. Scherer (Eds.), Oxford companion to affective science (pp. 4–5). New York, NY: Oxford University Press.
Heatherton, T. F. (2011). Building a social brain in: social neuroscience, toward understanding the underpinnings of the social mind. Edited by Alexander Todorov, Susan, T. Fiske, & Deborah, A. Prentice. Oxford University Press.
Heller, K. A., & Vike, P. (2000). Support for university student: Individual and social factors. I.C.F.M.van Lieshout and P .G. Heyman (Eds.), Developing Talent across the life span. Philadphia: Taylor and Francic.
Henrich, J., & Gil-White, F. J. (2001). The evolution of prestige: Freely conferred deference as a mechanism for enhancing the benefits of cultural transmission. Evolution and Human Behavior, 22(3), 165–196.
Immordino-Yang, M. H., McColl, A., Damasio, H., & Damasio, A. (2009). Neural correlates of admiration and compassion. Proceedings of the National Academy of Sciences, 106(19), 8021-8026.
King, R. B., McInerney, D. M., Ganotice, F. A., & Villarosa, J. B. (2015). Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences, 39, 64-72.
Kline, R. B. (2005). Principles and practices of structural equation modeling (2nd Eds.). NewYork: Guilford.
Laible, D. J., Carlo, G., & Roesch, S. C. (2004). Pathways to self-esteem in late adolescence: The role of parent and peer attachment, empathy, and social behaviors. Journal of Adolescence, 27, 703–716.
Lazarus, R. S. (2001). Toward better research on stress and coping. American Psychologist, 55, 665-673.
Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. K. (2011). Affect and engagement during small group interaction. Contemporary Educational Psychology, 36, 13–24.
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