List of articles (by subject)

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  1 - The Mediating Role of Academic Enjoyment in the Relationship Between Satisfaction of Psychological Needs and Students' Agentic engagement
  Mahdi Sadri Hadi Samadieh samane deilami
  The aim of this study was to investigate the mediating role of academic enjoyment in the relationship between satisfaction of psychological needs in relation to professors and students' agentic engagement. The present study is a basic research in terms of purpose with d More

  The aim of this study was to investigate the mediating role of academic enjoyment in the relationship between satisfaction of psychological needs in relation to professors and students' agentic engagement. The present study is a basic research in terms of purpose with descriptive-correlational method. The study population included all students of Birjand University during the academic year 2021-2022. In total, 400 students were selected based on convenience sampling method to complete the Academic Emotions Questionnaire (AEQ) (Pekrun et al., 2005), the Basic Needs Satisfaction Scale in BNS-RS (LaGuardia et al., 2000) and the Agentic Engagement Scale (SAGE, Mameli and Passini, 2019). AMOS-22 and SPSS-24 softwares were used to analyze the data. The results showed significant positive relationships between the variables of academic enjoyment, satisfaction of psychological needs and agentic engagement (P<0.01). Satisfaction of psychological needs (Need for autonomy and Need for relatedness) has a direct and significant effect on student's academic enjoyment and agentic engagement (P<0.001) and academic enjoyment also has a positive and significant effect on students' agentic engagement (P<0.001). Satisfaction of psychological needs (relatedness) in relation to professors through academic enjoyment has an indirect and significant effect on agentic engagement (P<0.01). Therefore, the model has a good fit and it can be concluded that academic enjoyment has a mediating role in the relationship between the satisfaction of psychological needs in relation to professors and students' agentic engagement. Manuscript profile
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  2 - Investigating the relationship between family communication patterns and academic vitality: The mediating role of self-regulated learning strategy
  محسن علیزاده Siruos Alipor Birgani Manijeh Shehniyailagh
  The purpose of this study was to investigate the relationship between family communication patterns and academic vitality: the mediating role of self-regulated learning strategies. The research method was correlation and structural equations. Participants in this study More

  The purpose of this study was to investigate the relationship between family communication patterns and academic vitality: the mediating role of self-regulated learning strategies. The research method was correlation and structural equations. Participants in this study were 240 ninth grade male students in Behbahan, who were selected by multi-stage (relative) random sampling. The instruments used in this study were a revised version of the Fitzpatrick and Ritchie family communication patterns, the Martin and Marsh Vital Life Questionnaire, and the Pintrich and De Groot self-regulatory, cognitive, and metacognitive learning strategies scale. Confirmatory factor analysis and Cronbach's alpha coefficient were used to evaluate the validity and reliability of these instruments. The evaluation of the proposed model was performed using the structural equation method. Bootstrap method was used to test indirect relationships. The results showed that the direction of dialogue has a direct positive and significant relationship with academic vitality and self-regulated learning strategies. Also, the orientation of dialogue with academic vitality through self-regulated learning strategies has a significant indirect relationship. But compliance orientation was not directly related to academic vitality and self-regulated learning strategies and this relationship was indirectly insignificant with the mediation of self-regulated learning strategies (cognitive and metacognitive) with academic vitality. Finally, self-regulated learning strategies have a significant relationship with academic vitality. Better fit of the model was achieved by eliminating non-significant paths of compliance orientation to academic vitality and compliance orientation to self-regulated learning strategies (cognitive and metacognitive). Manuscript profile