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Volume 24, Issue 145 (3-2025)
Journal of Psychological Science 2025, 24(145): 283-303 |
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bostani M, mafakher A, Mahdian H. (2025). Developing a structural model of academic self-concept based on emotional regulation and differentiation with the mediating role of achievement goals in students. Journal of Psychological Science. 24(145), 283-303. doi:10.52547/JPS.24.145.283
URL: http://psychologicalscience.ir/article-1-2493-en.html
URL: http://psychologicalscience.ir/article-1-2493-en.html
Assistant Professor, Department of Psychology, Pyam Noor University, Tehran, Iran. , amafakheri@pnu.ac.ir
Abstract: (664 Views)
Background: Students with high differentiation and the ability to manage and regulate emotions individually by applying appropriate achievement goals can have higher academic self-concept and this increases their motivation for future learning. Therefore, determining the relationship between differentiation and emotional regulation with the goals of academic achievement and self-concept is a fundamental necessity to adapt the students' curriculum.
Aims: This study aimed to develop a structural model of academic self-concept based on emotional regulation and differentiation mediated by achievement goals in students.
Methods: The research method is descriptive-correlational path analysis. The statistical population of this study consisted of all high school students in Sabzevar city in the academic year 2023. The sample consisted of 327 high school students in Sabzevar city who were selected by convenience sampling method and answered the Chen and Thompson Academic Self-Concept Questionnaire Chen, & Thompson (2004), Emotion Regulation Strategies Garnefski et al (2001), Differentiation Drake (2011) and Midgley and et al (1998) Achievement Goals Questionnaire. To evaluate the proposed model, path analysis using Smart PLS. 3 and SPSS 26 were used.
Results: The results of the correlation coefficient showed that there is a positive and significant relationship between the goals of achievement, differentiation, and emotional regulation with students' academic self-concept (P< 0.001). The findings indicate that the proposed model is appropriately fit with the data. The results of path analysis showed that 78% of the variance of achievement goals and 67% of the variance of academic self-concept are explained by academic self-concept, emotional regulation, differentiation, and achievement goals.
Conclusion: The results of the present study showed that in general, differentiation and emotional regulation can be good predictors of academic self-concept through achievement goals, and academic self-concept can be increased by using ways to increase the scores of achievement goals.
Aims: This study aimed to develop a structural model of academic self-concept based on emotional regulation and differentiation mediated by achievement goals in students.
Methods: The research method is descriptive-correlational path analysis. The statistical population of this study consisted of all high school students in Sabzevar city in the academic year 2023. The sample consisted of 327 high school students in Sabzevar city who were selected by convenience sampling method and answered the Chen and Thompson Academic Self-Concept Questionnaire Chen, & Thompson (2004), Emotion Regulation Strategies Garnefski et al (2001), Differentiation Drake (2011) and Midgley and et al (1998) Achievement Goals Questionnaire. To evaluate the proposed model, path analysis using Smart PLS. 3 and SPSS 26 were used.
Results: The results of the correlation coefficient showed that there is a positive and significant relationship between the goals of achievement, differentiation, and emotional regulation with students' academic self-concept (P< 0.001). The findings indicate that the proposed model is appropriately fit with the data. The results of path analysis showed that 78% of the variance of achievement goals and 67% of the variance of academic self-concept are explained by academic self-concept, emotional regulation, differentiation, and achievement goals.
Conclusion: The results of the present study showed that in general, differentiation and emotional regulation can be good predictors of academic self-concept through achievement goals, and academic self-concept can be increased by using ways to increase the scores of achievement goals.
Type of Study: Research |
Subject:
General
Received: 2024/06/11 | Accepted: 2024/08/15 | Published: 2025/03/21
Received: 2024/06/11 | Accepted: 2024/08/15 | Published: 2025/03/21
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)