The causal model of learning strategies (cognitive and metacognitive) mediated by academic hope for academic self-efficacy in shiraz high school students

Subject Areas : Tectonostratigraphy

lida esmaeili ¹ , Nadereh Sohrabi ² , Amir Houshang Mehryar ³ , Mohammad khayyer ⁴

1 - student
2 - Faculty of Marvdasht Azad University
3 - Professor of Islamic Azad University, Department of psychology and education sciences, Marvdasht branch, Islamic Azad University, Marvdasht, Iran
4 - marvdasht

Received: 2019-07-30 Accepted : 2019-08-14 Published : 2020-01-21

Keywords: high school, metacognition, academic self-efficacy, cognitive strategies, academic hope,

Abstract :

This study aimed to explain the causal model between self-regulated learning and self-efficacy with the mediating role of academic hope in high school students. The research method was descriptive and correlational and the sample size was 558 (248 girls and 310 boys) of second high school students (tenth, eleventh and twelfth grade) of Shiraz city in 2018-2019 who were chosen through Multi stage cluster random sampling. The instruments used in this study were: Pintrich and DeGrot (1990) Self-Regulated Learning Strategies Scale, Sohrabi & Samani Academic Hope Scale (2011) and Jinks and Morgan Student Self-Efficacy Scale (1999).In addition to descriptive statistics (mean, standard deviation and correlation matrix), inferential statistics (path analysis) in lisrel software were used to analyze the data collected from the sample population. The results of this study showed that: Academic hope plays a significant mediating role in the relationship between self-regulated learning and academic self-efficacy. Also, the causal model presented for learning self-regulation and self-efficacy with the mediating role of academic hope fits well. The results of this study can be used by teachers, school counselors and educational psychologists to increase students' self-efficacy and its effective factors.

References:

References

Abimbola,S. Li,Y(2018). The Relationship between Self-regulation, Self-efficacy,Test Anxiety and Motivation. International Journal of Information and Education Technology, Vol. 8, No. 10, October 2018.

Akhlaghi Yazdi, N.Hossein Sabet, F. Borjali, A.(2017). Effectiveness of emotion regulation training on increasing self-efficacy and well-being in drug-dependent individuals. JOHE, Winter 2017; 6 (1)(Persian)

Aliakbarzadeh, Leila (2014). Relationship between Self-Regulated Learning and Goal Orientation with Academic Hope in First Grade Secondary School Students in Marvdasht. Master thesis. Islamic Azad University, Marvdasht Branch, Marvdasht, Iran.(Persian)

Asri, L., Jahani, N., Razavi, S.A.A. (2019). Investigating the Relationship between Study Strategies and Learning with the Academic Performance of Specialized Dental Assistants, Research in Dental Sciences, 16 (1), 67-70.(Persian)

Atik, G., Atik, E.Z.(2017).  Predicting Hope Levels of High School Students: The Role of Academic Self- Efficacy and Problem Solving. Education and science journal, 42, 157-63.

Baily T. C. , Snyder, C.R. (2007). Satisfaction with life and hope: a look at age and marital status. Psychological Record, 57, 2, 233-240

Ben-Naim,Shiri. Roth,Roni. Laslo. Einav, Michal .  Biran, Hadar ,  Margalit, Malka.(2017) Academic self-efficacy, sense of coherence, hope and tiredness among college students with learning disabilities. European Journal of Special Needs Education .Volume 32, 2017 - Issue 1: Postsecondary Educational Opportunities for Students with Special Education Needs.

Bergey BW, Parrila RK, Laroche A, Deacon SH. (2019). Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties. Contemporary Educational Psychology, 56: 25-39.

BurićIzabelaSorić, Irena.(2012). The role of test hope and hopelessness in self-regulated learning: Relations between volitional strategies, cognitive appraisals and academic achievement. Learning and Individual Differences journal. Volume 22, Issue 4, August 2012, Pages 523-529.

Chen, J., Huebner,  E.S., Tian, L. (2020). Longitudinal relations between hope and academic achievement in elementary school students: Behavioral engagement as a mediator. Learning and Individual Differences, 78, 101-107.

Cole, J.; Logan, T.K. and Walker, R. (2011). “Social Exclusion, Personal Control, Self- Regulation, and Stress Among Substance Abuse Treatment Clients”. Drug and Alcohol Dependence, 113, 13-20.

Erfani, N. (2018). Predicting self-efficacy beliefs based on students' self-regulatory strategies. Journal of Nursing Education, 1 (2), 23-36.(Persian)

Fernandez-Rio, Javier . Cecchini, Jose A.  Méndez-Gimenez, Antonio.  Mendez-Alonso, David. Prieto , Jose A.(2017). Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure. Journal of Frontiers in Psychology.v.8; 2017.

 Ferrari, Joseph R. Stevens, Edward B. Legler, Raymond , Jason, Leonard A.(2012). Hope, Self-Esteem, and Self-Regulation: Positive Characteristics Among Men and Women in Recovery. journal of  Community Psychol. 2012 Apr; 40(3): 292–300.

Ghadampoor,A. yousefvand, L. Radmehr, P (2017) Comparison of the Effectiveness of Cognitive and Metacognitive Strategies Training on Academic Hope in Male and Female Students. Cognitive Strategies in Learning Fifth Year - Issue 9 - Fall and Winter 2016. (Persian)

Hosseini, D (2011). The role of hope mediation in the relationship between self-efficacy and mental health of elementary teachers. Master thesis. Islamic Azad University, Marvdasht Branch, Marvdasht, Iran. (Persian)

Jinks, J. , Morgan, V. (1999). Children’s perceived academic self-efficacy: An inventory scale. The Clearing House, 72 (4), 224-230.

Jung K, Zhou AQ, Lee RM. (2017). Self-efficacy, self-discipline and academic performance: Testing a context-specific mediation model. Learning and Individual Differences, 60: 33-39.

Khodaverdi , A.(2019). Comparison of Resilience, Self-efficacy, Hope and Optimism in Substance-Dependent Individuals and Normal Subjects.Social Health and Addiction.Volume 5, Issue 20 (2-2019) (Persian)

Lee, W.W.S. (2017). Relationships among grit, academic performance, perceived academic failure, and stress in associate degree students. Journal of Adolescence, 60, 148-152.

Liu,R. Zeng,P . Quan,P.(2018).The Role of Hope and Self-efficacy on Nurses’ Subjective Well-being. Asian Social Science; Vol. 14, No. 4; 2018

Mikaeilimanbae, Farzaneh. Fathi, Gona. shohoodi, Maryam. Zandi, Khalil (2014). Analysis of Relationships between Hope, Self-Efficacy, Motivation, and Academic Adaptation with Academic Adaptation among Undergraduate Students of Urmia University. Journal of Modern Educational Thoughts. Volume 11, Number 1, Spring 2015, Page 57. (Persian)

Mirheydari, S.A. (2014) A Study of the Relationship between Self-Efficacy and Academic Satisfaction with Academic Progress in Mathematics Course for Students in the Third Grade of the Second Secondary School of Isfahan in the 2013-2014 Academic Year, M.Sc. Thesis, Islamic Azad University, Isfahan Branch (Khorasgan). (Persian)

Misrabadi, J., Gazideri, A. (2019). The meta-analysis of the relationship between self-regulatory learning strategies and academic procrastination, Transformational Psychology, 15 (99), 249-260. (Persian)

Obergriesser, S., Stoeger, H. (2020). Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies – How do they affect one another? Learning and Instruction, 66, 101-107.

Papantoniou, G.; Moraitou, D.; Koldrimidou, M.; Plakitsi, K.; Filippidou, D.; , Katsadima, E. (2010). “Action Control And Dispositional Hope: An Examination of Their Effect on Self- Regulated Learning”. Electronic Journal of Research in Educational psychology, 8(1), 5-32.

Pintrich P. R., de Groot E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. J. Educ. Psychol. 82 33–40.

Salehiroudani, G (2018) The Relationship between Academic Hope and Academic Performance and Self-Regulation of Learning of First High School Students in Bandar Abbas City, 1997-96, National Conference on New Educational and Research Approaches in Education. (Persian)

Shen C. (2018). Does school-related Internet Information seeking improve academic self-efficacy? The moderating role of internet information seeking styles. Computers in Human Behavior, 86: 91-98.

Snyder, C.R. (2005). Handbook if HOPE: Theory, Measures, and Applications. (Edited by C.R.Snyder)Academic press.USA.

Snyder, C.R.; Shorey, H.S.; Cheavens, J.; Pulvers, K.M.; Adams, V.H. and Wiklund, C. (2002). “Hope and academic success in college”. Journal of Educational Psychology. 94(4): 820 - 826.

Snyder,C.R.(2002).“Hope Theory: Rainbows in the Mind”. Psychological Inquiry, vol. 13: 249-75.

Sohrabi Shegefti, Nadereh. Samani, Siamak(2011) Psychometric properties of the academic hope scale: Persian form. Procedia - Social and Behavioral Sciences 30 (2011) 1133 – 1136. (Persian)

Sohrabi, M., Shafi Pourmotlagh, F. (2014). Presenting a model for evaluating the relationship between descriptive evaluation and academic fascination, academic creativity and academic satisfaction with the mediation of academic hope, new educational approaches, 9 (1), 143-159. (Persian)

Talsma, K., Schüz, B., Norris, K.(2019). Miscalibration of self-efficacy and academic performance: Self-efficacy ≠ self-fulfilling prophecy. Learning and Individual Differences, 69, 182-195.

Winter, Jessica Marie, "How Hope And Motivation Lead To Self-Regulation Middle School Students" (2015).School of EducationStudent Capstone Theses and Dissertations. 277.

Yang, J., Zhao, X. (2020). Parenting styles and children’s academic performance: Evidence from middle schools in China. Children and Youth Services Review, 113, 105-111.

Yüksel,M. Okan, N. Eminoğlu,Z. Akça-Koca, D(2019). The Mediating Role of Self-efficacy and Hope on Primary School Students' Social-emotional Learning and Primary Mental Abilities. Universal Journal of Educational Research 7(3): 729-738, 2019.

Zander, L., Brouwer, J., Jansen, E., Crayen, C., Hannover, B.(2018). Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks. Learning and Individual Differences, 63, 97-108.