The Structural Modeling of the Relationship between Teaching Approaches and Academic Achievement Goals: Explaining the Mediating Role of Students' Academic Optimismtle
Subject Areas : Education
mohammad
hajizad
1
(department of education)
Keywords: academic optimism, achievement goals, Teaching Approaches,
Abstract :
The aim of this study was to investigate the structural modeling of the relationship between teaching approaches and goals of academic achievement with the mediating role of students' academic optimism. This is an applied research and descriptive correlation method of path analysis. The statistical population of all female high school students in Neka city was 2000 students in the academic year 2021-2022 They were studying. Sample size According to Krejcie and Morgan table, 317 students were selected by stratified random sampling method based on educational background. Data collection tools include standard questionnaires Kadivar teachers' teaching approaches, Migli's achievement goals and academic optimism by Ghasemi. The supervisor and the consultant due to their standardization approved the face validity of the questionnaires. The reliability of the questionnaires was obtained through Cronbach's alpha coefficient for Kadivar (1399) teaching approaches 89%, Migli (2000) achievement goals (81) and Ghasemi (1397) 86% academic optimism. Data were analyzed using descriptive statistics (frequency tables, mean and standard deviation) and inferential statistics (Pearson correlation coefficient and SEM structural equations by SPSS22 software) and Smart PLS). Data analysis showed that there is a positive and significant relationship between the components of teaching approaches and achievement goals in students. There is a positive and significant relationship between the components of teaching approaches and academic optimism in students. There is a positive and significant relationship between the components of academic optimism with achievement goals in students and also other research findings showed that there is a positive and significant relationship between teaching approaches and achievement goals with the mediating role of academic optimism in students.
References
- Abbasian, Hossein Vahidrzadeh, Sara (1394). Explain the role of academic optimism and empowerment structure in students' academic achievement. Leadership and Educational Management Research.1 (2): 147-165. ]in persian[
- Asgari, Atieh (1399). The effectiveness of spiritual skills based on Quranic teachings and narrations on the vitality and academic optimism of female high school students in the city of Gulogah. Islamic Azad University - Bandar-e-Gaz Branch, Department of Educational Sciences - Thesis for receiving a master's degree in educational management. ]in persian[
- Association of Parents and Educators of the Ministry of Education of Iran (2016). Methods of preventing academic failure ", Tehran Publishing, page 12.
- Ebrahimzadeh, Narges (1398). Comparison of development goals and social interest in high school students in Gulugah city, bachelor's thesis in general psychology, Bandar-e-Gaz Azad University. ]in persian[
- Ghasemi, Ali; Kadivar Parvin; Keramati, Hadi and Azbzadeh, Mehdi (1399). Evaluation of Psychometric Properties of Revised Questionnaire Teacher Approach to Teaching Trigol. Journal of Educational Psychology Studies. (39): 76- 53. ]in persian[
- Hamedi Nasab, Sadegh; Asgari, Ali and Pourshafei, Hadi (1396). Investigating the mediating role of students 'scientific optimism in the relationship between school scientific optimism and students' self-efficacy.3 (3): 47-76. ]in persian[
- Hemmati, Negin; Noshadi, Nasser and Nikdel, Fariborz (1397). Providing a structural model of academic achievement and motivation goals with academic engagement: mediating the emotions of achievement. Journal of Educational Psychology, 10 (2): 33- 53.
- Hosseini Nejad, Zahra Sadat and Koohinejad, Ali (2015). Investigating the Relationship between Teacher Scientific Optimism and Motivation and Academic Achievement of Fifth Grade Female Students. Third International Conference on Recent Innovations in Psychology, Counseling and Behavioral Sciences. ]in persian[
- Kharazi, Ali Naghi (1392). Educational Psychology, University of Tehran Press.
- Mahboubeh Kingdom (1395). The role of scientific optimism in teacher empowerment. Journal of Educational Studies, Center for the Study and Development of Medical Education, Army University of Medical Sciences.5 (1): 50-62.
- Mahmoud Janloo, Farid (1399). Predicting the efficiency of schools based on job commitment and scientific optimism of high school teachers in the city of Gulogah. Islamic Azad University, Bandar-e-Gaz Branch, Department of Educational Sciences. Thesis for Master's Degree (M.A). Educational Management Orientation
- Mahmoudi, Hojjat; Isa Zadegan, Ali; Amani Sari Begloo, Javad and Ketabi, Afsaneh (2013). Investigating the Relationship between Achievement Achievements and Academic Performance in Talented Schools and Normal School Students: The Mediating Role of Thinking Styles, Journal of Cognitive and Behavioral Sciences Research. 3 (1); 2: 68- 49.
- Mass of Ranjbar Mohsen and Iraqi, Fatemeh (1397). Investigating the effective factors in students' academic failure and the role of motivation in academic achievement. New achievements in humanities studies.1 (8): 100: 92.
- Rezaei, Ali Mohammad; Jahan, Faezeh Varhimi, Masoumeh. (2020). Investigating the role of achievement goals in the academic performance of students of Islamic Azad University of Abdanan. Journal of Educational Psychology.8 (12-24): 171-155.
- Rezaei, Reza; Yousefizadeh, Reza; Daneshgar, Seyed Hossein and Khosh Sima, Meysam (2017). Analysis of the relationship between effective teaching and academic achievement with a look at the development goals of education, the second national conference on new approaches in education and research, Mahmoudabad. ]in persian[
- Seif, Ali Akbar (1398). Educational Psychology (Psychology of Teaching and Learning) Tehran, Agah Publications.
- Shabani, Hassan (1390). , Educational skills of teaching methods and techniques, Tehran: Organization for the Study and Compilation of Humanities Books (Samat), Research Center and by the Humanities.
- Zaghibi Qanad, Simin (1394). The causal relationship between academic achievement and motivation with academic engagement mediated by academic hardiness in female high school students in Dezful. Master Thesis in Educational Psychology, Shahid Chamran University of Ahvaz.
- Federici, R. A., Skaalvik, E.M., & Tangen, T.N. (2015). Students’ Perceptions of the Goal Structure in Mathematics Classrooms: Relations with Goal Orientations, Mathematics Anxiety, and Help-Seeking Behavior.International Education Studies, 8(3).
- Kaplan, A., & Flum, H. (2019). Achievement goal orientations and identity formation styles. Educational Research Review 5, 50–67.
- Lam, A.C., Ruzek, E.A., Schenke, K., Conley, A.M., Karabenick, S.A. (2015). Student perceptions ofclassroom achievement goal structure: Is it appropriate to aggregate? Journal of Educational Psychology, 107(4), 1102-1115
- Rezaei, Reza and Yousefizadeh, Reza and Daneshgar, Seyed Hossein and Khosh Sima, Meysam, 2017, Analysis of the Relationship between Effective Teaching and Academic Achievement with a Look at the Development Goals of Education, Second National Conference on New Approaches to Education and Research, Mahmoudabad, https : //civilica.com/doc/701918 ]in persian[
- Rosario. P., Nunez. J. C., Ferrando. P. J., Paiva. M. O., Lourenco.A & Valle. A. (2013). The relationship between approach to teaching and approach to studying: a two structural equation model for biology achievement in high school, metacognition learning, 8(6), 47-48. DOI 10.1007/s11409-013-9095-6.
- Sezgin, F,. Erdogan, O. (2015). Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-efficacy and Perceived Success, Educational Sciences: Theory & Practice, 15(1): 7-19.
- Taimalul. M., Kikas. E., Hinn. M., Niilo.A. (2021). Teachers’ Self-Efficacy, Teaching Practices, and Teaching Approaches: Adaptation of Scales and Examining Relations, Teacher's Personality and Professionalism, 2, 123-140.
_||_