Prediction Thriving Quotient based on Academic self-concept, academic self-regulation and Academic self-efficacy: The mediating role of educational motivation
Subject Areas : Islamic positive psychology
Seyede Mahdiyeh Najafi
1
,
Alimohamad Rezaei
2
*
1 - روان شناسی تربیتی،دانشکده روان شناسی و علوم تربیتی،دانشگاه سمنان ،سمنان ،ایران
2 - دانشکده روان شناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران
Keywords: educational motivation, Thriving Quotient, academic self-concept, academic self-regulation, academic self-efficacy ,
Abstract :
Aim: The purpose of this study was to predict Thriving Quotient based on academic self-concept, academic self-regulation, and academic self-efficacy through mediating educational motivation. Method: The statistical population of this study was first High school male and female students of Semnan in the academic year of 97-98. In order to achieve the research goal, 400 male and female students of first High school in Semnan city were selected through stratified sampling and Completed Thriving Quotient questionnaire, self-concept questionnaire Yas Ysen Chen questionnaire, Buffard's self-regulatory questionnaire, McElivery & Benting academic self-efficacy questionnaire and Valerand's AMS Volunteer Motivation Questionnaire. Results: Pearson Correlation Results There is a positive and significant relationship between all the predictive variables with Thriving Quotient. In addition, the direct impact of academic motivation on the Thriving Quotient was positive and significant. The self-concept and self-regulation variables, both directly and indirectly (by mediating educational motivation), were effective on success. The self-efficacy variable did not succeed in predicting the motivation and the interest due to its integration with other predictive variables. Overall, results showed that 42% of the variance of Thriving Quotient was explained by self-concept, self-regulation and academic motivation. 18% of the variance in the variable of academic motivation has been explained by self-concept and self-regulation variables. Conclusion: Finally, based on the results, it is suggested to plan to improve the status of the variables of self-concept, self-regulation, and academic motivation in schools in order to improve the Thriving Quotient.
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