The aim of this study was to investigate the mediating role of academic self-concept in the relationship between academic hope and counterproductive academic behavior. The present study was a correlational study using structural equation modeling. The statistical popula More
The aim of this study was to investigate the mediating role of academic self-concept in the relationship between academic hope and counterproductive academic behavior. The present study was a correlational study using structural equation modeling. The statistical population of the study was all high school students in Dorodzan region in the academic year 1398-99. Participants were 299 students (167 girls and 132 boys) who were selected by cluster random sampling method and They completed the scales of academic hope (Khormaei & Kamari, 2017), counterproductive academic behavior (Rimkus, 2012) and academic self-concept checklist (Chen and Thompson, 2004). Structural equation modeling was used to answer the research hypotheses. The results showed that academic hope, both directly and indirectly and through academic self-concept, had a negative effect on counterproductive academic behavior. Overall, the findings of this study indicate the importance of paying attention to the role of academic hope and academic self-concept in reducing students' counterproductive academic behavior.
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The aim of this study was to investigate the structural relationship between parental over-involvement and counterproductive academic behavior through academic entitlement. The participants were 451 university students from Shiraz University selected by multistage rando More
The aim of this study was to investigate the structural relationship between parental over-involvement and counterproductive academic behavior through academic entitlement. The participants were 451 university students from Shiraz University selected by multistage random cluster sampling method. The participants completed three measures: Parental Over-Involvement Scale/ Helicopter Parenting (LeMoyne, & Buchanan, 2011), Academic Entitlement Scale (Chowning & Campbell, 2009), and Counterproductive Student Behavior Scale (Rimkus, 2012). The results indicated that the model had a good fitness with the data. There was a direct effect of parental over-involvement on academic entitlement. Academic entitlement also had a positive direct effect on counterproductive academic behavior. The parental over-involvement had an indirect effect on counterproductive academic behavior through academic entitlement. The results showed that parental over involvement predict academic entitlement and consequently perception of entitlement determine level of counterproductive academic behavior.
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