Introduction: Hope as a perspective in positive psychology has attracted the attention of education specialist in the recent years. The aim of this study was to investigate the mediating role of academic self-regulation in the relation of academic hope and components of More
Introduction: Hope as a perspective in positive psychology has attracted the attention of education specialist in the recent years. The aim of this study was to investigate the mediating role of academic self-regulation in the relation of academic hope and components of approaches to learning. Method: Participants were 348 (223 girls and 125 boys) high school students which were selected using the random cluster sampling method. In order to investigate the variables of research self- regulation questionnaire, academic hope and learning approach scale were used. For analyzing the research model, structural equation model and Amos 22 software was used. Results: Results showed that academic hope predicted approach to learning directly and also indirectly through academic self- regulation. Conclusion: Conclusively, results of this study showed the importance of academic hope and self-regulation in the approaches to learning.
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The aim of this study was to investigate the mediating role of academic self-regulation in the relationship between academic hope and components of approaches to learning. Participants were 348 high school students (223 girls and 125 boys) which were selected using the More
The aim of this study was to investigate the mediating role of academic self-regulation in the relationship between academic hope and components of approaches to learning. Participants were 348 high school students (223 girls and 125 boys) which were selected using the random cluster sampling method during 2014-2015 academic years. In order to investigate the variables of research, Self-Regulation Questionnaire (Bouffard et al., 1995), Academic Hope and Learning Approach (Elliot et al., 1999) scale were used. For analyzing the research model, structural equation model and Amos 22 software were used. Results showed that academic hope predicted approach to learning directly and also indirectly through academic self- regulation. In sum, the results of this study indicate the importance and role of academic hope in increasing academic self-regulation and adaptive approaches. Due to the adaptive role of academic hope, educators need to pay special attention to teach these capabilities to students. Also, an increase in the negative attitude toward education and a decrease in the positive expectation of education society today will also increase the need for education and training of capabilities such as hope.
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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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