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Volume 24, Issue 150 (8-2025)
Journal of Psychological Science 2025, 24(150): 237-247 |
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Haji Sanei M, Fathi M R. (2025). Structural Modeling of Academic Achievement based on Educational Emotions and Cognitive Flexibility of Middle School Students. Journal of Psychological Science. 24(150), 237-247.
URL: http://psychologicalscience.ir/article-1-2751-en.html
URL: http://psychologicalscience.ir/article-1-2751-en.html
Department of Psychology and Consulting, Pardis of shahid Mofatteh of Shahre- Rey, Farhangian university, Tehran, Iran , Mrfathi69@yahoo.com
Abstract: (13 Views)
Background: Cognitive flexibility is one of the executive functions of the mental system. Academic emotions are influenced by parenting style, teaching style, and learning environments. Considering the emotions that students experience in the classroom and school and their cognitive ability to respond flexibly to environmental demands and control purposeful behavior to achieve learning goals, this study has been considered.
Objective: The present study was conducted with the aim of providing a structural model of academic success based on academic emotions and cognitive flexibility of junior high school students.
Method: The present study is applied research and is a descriptive correlational study in terms of method. The statistical population of the present study was female junior high school students in Tehran, 300 of whom were selected as a sample group using a multi-stage cluster random sampling method and responded to the academic success (Wells, 2020), academic emotions (Pekran, 2002), and cognitive flexibility (Dennis and Vanderwaal, 2010) questionnaires. The data were analyzed using Pearson correlation coefficient, univariate and multivariate regression using SPSS22 software and structural equation modeling using LIZREL 8.5.
Findings: Data analysis was performed using Pearson correlation coefficient and multiple regression. The results showed that academic success and the independent variables of academic emotions (positive and negative) and cognitive flexibility have a strong relationship with each other (r = 0.728) and academic emotions (positive and negative) and cognitive flexibility explain 53.1% and 53.1% of the variance of academic success.
Conclusion: Therefore, it is concluded that by improving cognitive flexibility and positive emotions of learning, academic success can be improved.
Objective: The present study was conducted with the aim of providing a structural model of academic success based on academic emotions and cognitive flexibility of junior high school students.
Method: The present study is applied research and is a descriptive correlational study in terms of method. The statistical population of the present study was female junior high school students in Tehran, 300 of whom were selected as a sample group using a multi-stage cluster random sampling method and responded to the academic success (Wells, 2020), academic emotions (Pekran, 2002), and cognitive flexibility (Dennis and Vanderwaal, 2010) questionnaires. The data were analyzed using Pearson correlation coefficient, univariate and multivariate regression using SPSS22 software and structural equation modeling using LIZREL 8.5.
Findings: Data analysis was performed using Pearson correlation coefficient and multiple regression. The results showed that academic success and the independent variables of academic emotions (positive and negative) and cognitive flexibility have a strong relationship with each other (r = 0.728) and academic emotions (positive and negative) and cognitive flexibility explain 53.1% and 53.1% of the variance of academic success.
Conclusion: Therefore, it is concluded that by improving cognitive flexibility and positive emotions of learning, academic success can be improved.
Keywords: Educational success, Positive educational emotions, Negative educational emotions, Cognitive flexibility, Learning
Type of Study: Research |
Subject:
Special
Received: 2024/12/18 | Accepted: 2025/08/1 | Published: 2025/08/23
Received: 2024/12/18 | Accepted: 2025/08/1 | Published: 2025/08/23
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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)