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Volume 23, Issue 136 (6-2024)
Journal of Psychological Science 2024, 23(136): 307-328 |
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Abdzaid and Vanas Al-Aujani A, Mohajeran B. (2024). Investigating the Effect of Arabic Teachers' Work Ethic and Responsibility on Students' Academic Motivation through the Mediation of Hope and Social Exchange Styles. Journal of Psychological Science. 23(136), 307-328. doi:10.61186/jps.23.136.307
URL: http://psychologicalscience.ir/article-1-2433-en.html
URL: http://psychologicalscience.ir/article-1-2433-en.html
Department of Education, Urmia University, Urmia, Iran. , b.mohajeran@urmia.ac.ir
Abstract: (6 Views)
Background: Students’ academic motivation is one of the fundamental components of educational success and may be influenced by teachers’ professional characteristics, including work ethic and responsibility. Moreover, hope and social exchange styles play an important role in explaining this relationship by influencing students’ attitudes, interactions, and academic efforts.
Aims: The present study aimed to examine the effect of Arabic language teachers’ work ethic and responsibility on students’ academic motivation, with hope and social exchange styles serving as mediating variables.
Method: This descriptive-correlational study employed a path analysis approach. The statistical population consisted of all middle-school students in Karbala, numbering 4,308. Using Cochran’s formula, 424 students were selected through random cluster sampling. Data were collected using the standardized Work Ethic Questionnaire (Petty, 1991), Responsibility Questionnaire (California, 1987), Hope Questionnaire (Snyder et al., 1991), Social Exchange Styles Questionnaire (Lippman et al., 2011), and Academic Motivation Questionnaire (Harter, 1981). The data were analyzed using Pearson’s correlation coefficient and path analysis in SPSS and LISREL.
Findings: The results indicated that teachers’ work ethic and responsibility had a positive and significant effect on students’ academic motivation (p < .01). Furthermore, academic hope and social exchange styles played positive and significant mediating roles in the relationship between teachers’ work ethic and responsibility and students’ academic motivation (p < .01).
Conclusion: The findings suggest that, by adhering to ethical principles, fulfilling their responsibilities, and establishing relationships based on trust and support, teachers can foster positive attitudes and sustained academic effort among students. In this process, enhancing academic hope and promoting constructive social interactions represent important mechanisms through which teachers’ professional conduct can contribute to students’ greater academic motivation. Therefore, attention to professional ethics, responsibility, and teachers’ communication skills should be emphasized in educational policymaking and teacher-empowerment programs
Aims: The present study aimed to examine the effect of Arabic language teachers’ work ethic and responsibility on students’ academic motivation, with hope and social exchange styles serving as mediating variables.
Method: This descriptive-correlational study employed a path analysis approach. The statistical population consisted of all middle-school students in Karbala, numbering 4,308. Using Cochran’s formula, 424 students were selected through random cluster sampling. Data were collected using the standardized Work Ethic Questionnaire (Petty, 1991), Responsibility Questionnaire (California, 1987), Hope Questionnaire (Snyder et al., 1991), Social Exchange Styles Questionnaire (Lippman et al., 2011), and Academic Motivation Questionnaire (Harter, 1981). The data were analyzed using Pearson’s correlation coefficient and path analysis in SPSS and LISREL.
Findings: The results indicated that teachers’ work ethic and responsibility had a positive and significant effect on students’ academic motivation (p < .01). Furthermore, academic hope and social exchange styles played positive and significant mediating roles in the relationship between teachers’ work ethic and responsibility and students’ academic motivation (p < .01).
Conclusion: The findings suggest that, by adhering to ethical principles, fulfilling their responsibilities, and establishing relationships based on trust and support, teachers can foster positive attitudes and sustained academic effort among students. In this process, enhancing academic hope and promoting constructive social interactions represent important mechanisms through which teachers’ professional conduct can contribute to students’ greater academic motivation. Therefore, attention to professional ethics, responsibility, and teachers’ communication skills should be emphasized in educational policymaking and teacher-empowerment programs
Type of Study: Research |
Subject:
Special
Received: 2024/04/29 | Accepted: 2024/06/7 | Published: 2024/06/21
Received: 2024/04/29 | Accepted: 2024/06/7 | Published: 2024/06/21
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