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Volume 23, Issue 141 (11-2024)
Journal of Psychological Science 2024, 23(141): 323-340 |
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Razi Abdul Mohsen R, Mohajeran B, Qalavandi H. (2024). The Impact of Influential Psychological Factors in the Social Environment on the Academic Failure of Students in Social Studies with the Mediation of Academic Motivation in Primary Schools of Babol Province. Journal of Psychological Science. 23(141), 323-340. doi:10.61186/jps.23.141.323
URL: http://psychologicalscience.ir/article-1-2648-en.html
URL: http://psychologicalscience.ir/article-1-2648-en.html
Department of Educational Sciences, Urmia University, Urmia, Iran. , b.mohajeran@urmia.ac.ir
Abstract: (3 Views)
Background: Academic underachievement in elementary schools is one of the significant challenges in the education system, potentially leading to long-term consequences for students' academic and social development. Investigating the psychological factors influencing this underachievement, especially in social studies, which enhances understanding of social and cultural concepts, is of high importance. However, existing research has not adequately considered the mediating role of academic motivation in this process.
Aims: This study aimed to examine the effect of psychological factors in the social environment on students' academic underachievement in social studies, with the mediating role of academic motivation.
Methods: The present study employed a descriptive-correlational design with a path analysis approach. The statistical population included 6,190 fifth-grade elementary school students in Babol, Iraq, from which a sample of 237 students was selected through random cluster sampling using Cochran's formula. The data collection instruments included the Social Factors Affecting Academic Underachievement Questionnaire (Davari Nia, 2018), the Academic Motivation Questionnaire (Harter, 1981), and the Academic Underachievement Scale (Kysan et al., 2004). Data analysis was conducted using Pearson correlation coefficients and path analysis in SPSS23 and Lisrel8.8 software.
Results: The results indicated that the family's socioeconomic status and parents' expectations for future academic success had a significant negative effect on academic underachievement (P<0.05), while family conflicts had a significant positive effect on academic underachievement (P<0.05). Moreover, the mediating role of academic motivation in the relationship between social factors and academic underachievement was also significant (P<0.05).
Conclusion: These findings can assist teachers, counselors, and policymakers in designing and implementing more effective support programs tailored to the psychological and environmental conditions of students at risk of academic underachievement.
Aims: This study aimed to examine the effect of psychological factors in the social environment on students' academic underachievement in social studies, with the mediating role of academic motivation.
Methods: The present study employed a descriptive-correlational design with a path analysis approach. The statistical population included 6,190 fifth-grade elementary school students in Babol, Iraq, from which a sample of 237 students was selected through random cluster sampling using Cochran's formula. The data collection instruments included the Social Factors Affecting Academic Underachievement Questionnaire (Davari Nia, 2018), the Academic Motivation Questionnaire (Harter, 1981), and the Academic Underachievement Scale (Kysan et al., 2004). Data analysis was conducted using Pearson correlation coefficients and path analysis in SPSS23 and Lisrel8.8 software.
Results: The results indicated that the family's socioeconomic status and parents' expectations for future academic success had a significant negative effect on academic underachievement (P<0.05), while family conflicts had a significant positive effect on academic underachievement (P<0.05). Moreover, the mediating role of academic motivation in the relationship between social factors and academic underachievement was also significant (P<0.05).
Conclusion: These findings can assist teachers, counselors, and policymakers in designing and implementing more effective support programs tailored to the psychological and environmental conditions of students at risk of academic underachievement.
Type of Study: Research |
Subject:
Special
Received: 2024/10/10 | Accepted: 2024/11/8 | Published: 2024/11/21
Received: 2024/10/10 | Accepted: 2024/11/8 | Published: 2024/11/21
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)