The causal relationship between academic self-efficacy and motivation for progress with academic conflict and mediating role of self-esteem among primary school students in Ahwaz

Subject Areas : social psychology

sara  naddaf ¹ (General Psychology, Humanities, Shahrkord Islamic Azad, Iran.)
tayebeh  sharifi ² (Islamic Azad University of Shahrekord Branch)
alireza  heidarie ³ (Azad University of Ahvaz)
nima  asadzadeh ⁴ (Islamic Azad University of Ahvaz)

Received: 2018-04-13 Accepted : 2018-06-23 Published : 2018-08-23

Keywords: Academic Engagement, self-confidence, motivation for progress, Educational self-esteem,

Abstract :

The purpose of the present study was to investigate the causal relationship between educational self-efficacy and the motivation for progress with academic conflict and the mediating role of self-esteem among primary school students in Ahwaz. The sample consisted of 200 high school students who were selected by multi-stage cluster sampling. The research method is descriptive and correlational. Instruments used by Patrick, Hicks and Ryan (1997), Educational Inventory of Pintrich and Divers (1991), Hermann's Advancement Motivation (1977) and Ruthus Self-Confirmation Questionnaire. The results showed that the proposed pattern in fit indices is favorable. In the final pattern of research, the path to the motive of progress was eliminated from self-assertion because it was not meaningful. The results of this study showed that there was a significant correlation between self-efficacy (P = 0.34, p≤0/03), educational involvement (P = 0.51, p≤ 0.01), self-confidence (P = 0.28) And p≤0.01) students have a meaningful positive relationship. Also, there was a significant difference between educational progression-induced learning outcomes (P = 0.34, p≤0.01) and self-confidence (P = 0.32, P≤0.01), and between self-confidence- P and p≤0.01), students have a meaningful positive relationship.