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Volume 23, Issue 138 (8-2024)
Journal of Psychological Science 2024, 23(138): 295-313 |
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Abdi Abdullah Al-sulaiman A A, Hassani M, Qalavandi H. (2024). Structural Relationships between Emotional Intelligence and Academic Engagement with the Mediation of Social Networks on the Academic Achievement Motivation of High School Students in Nineveh City/Hamadanieh District. Journal of Psychological Science. 23(138), 295-313. doi:10.61186/jps.23.138.295
URL: http://psychologicalscience.ir/article-1-2470-en.html
URL: http://psychologicalscience.ir/article-1-2470-en.html
Educational Management, Department of Educational Sciences, Urmia University, Urmia, Iran. , Aliabdi22522@gmail.com
Abstract: (3 Views)
Background: The vital influence of emotional intelligence on college students’ learning motivation has received considerable attention. Also, students' emotional intelligence can affect their academic achievement and their engagement for education, but using social networks can moderate some of these positive relationships.
Aims: The purpose of this research was the effect of structural relationships between emotional intelligence and academic engagement with the mediation of social networks with the motivation of students' academic progress.
Methods: The method of the current research was a description of the correlation type with the equation model approach. The statistical population consisted of 256 experimental fifth grade high schools in Nineveh/Ahiyeh Qada Al-Hamdanieh. Using Cochran's formula, 174 of them were selected by cluster random sampling. To collect research data, four standard questionnaires of emotional intelligence from Goleman(2001), academic engagement from Fredricks et al. (2004), social networks from Khajeh Ahmadi et al. (2016), and academic achievement motivation from Hermans(1970) were used. The face and content validity of the questionnaire was confirmed, and the reliability of the instrument was confirmed using Cronbach's alpha coefficient in a preliminary study for the emotional intelligence questionnaire 0.89, academic engagement 0.91, social networks 0.88, academic progress motivation 0.83. Data analysis was done using Pearson's correlation coefficient analysis and structural equation model in SPSS and Lisrel statistical software.
Results: The results showed that the effect of emotional intelligence and academic engagement on the motivation of students' academic progress has a positive and significant effect. It was also found that the effect of emotional intelligence and academic engagement on the motivation of students' academic progress with the mediating role of social networks is positive and significant (p<0.05)
Conclusion: This finding highlights the need for interventions to help students develop emotional intelligence, and that reinforcing academic engagement and providing multiple social support helps improve motivation, reduce hours of social media use and improve their academic achievement.
Aims: The purpose of this research was the effect of structural relationships between emotional intelligence and academic engagement with the mediation of social networks with the motivation of students' academic progress.
Methods: The method of the current research was a description of the correlation type with the equation model approach. The statistical population consisted of 256 experimental fifth grade high schools in Nineveh/Ahiyeh Qada Al-Hamdanieh. Using Cochran's formula, 174 of them were selected by cluster random sampling. To collect research data, four standard questionnaires of emotional intelligence from Goleman(2001), academic engagement from Fredricks et al. (2004), social networks from Khajeh Ahmadi et al. (2016), and academic achievement motivation from Hermans(1970) were used. The face and content validity of the questionnaire was confirmed, and the reliability of the instrument was confirmed using Cronbach's alpha coefficient in a preliminary study for the emotional intelligence questionnaire 0.89, academic engagement 0.91, social networks 0.88, academic progress motivation 0.83. Data analysis was done using Pearson's correlation coefficient analysis and structural equation model in SPSS and Lisrel statistical software.
Results: The results showed that the effect of emotional intelligence and academic engagement on the motivation of students' academic progress has a positive and significant effect. It was also found that the effect of emotional intelligence and academic engagement on the motivation of students' academic progress with the mediating role of social networks is positive and significant (p<0.05)
Conclusion: This finding highlights the need for interventions to help students develop emotional intelligence, and that reinforcing academic engagement and providing multiple social support helps improve motivation, reduce hours of social media use and improve their academic achievement.
Type of Study: Research |
Subject:
Special
Received: 2024/05/27 | Accepted: 2024/07/31 | Published: 2024/08/22
Received: 2024/05/27 | Accepted: 2024/07/31 | Published: 2024/08/22
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