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Volume 24, Issue 150 (8-2025)
Journal of Psychological Science 2025, 24(150): 337-354 |
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Haji Sanei M, Fathi M R. (2025). Structural Modeling of Academic Success Based on Academic Emotions and Cognitive Flexibility among Lower Secondary School Students. Journal of Psychological Science. 24(150), 337-354. doi:10.61186/jps.24.150.337
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: (209 Views)
Background: Academic success, as one of the most central outcomes of the educational system, is influenced by the interaction of affective and cognitive constructs. In this regard, academic emotions, as motivational drivers, and cognitive flexibility, as the ability to mentally adapt to learning challenges, play a determining role in students’ academic performance.
Aims: The present study aimed to propose a structural model of academic success based on academic emotions and cognitive flexibility among lower secondary school students.
Methods: In terms of its objective, the present study was applied research, and in terms of method, it was a descriptive-correlational study. The statistical population consisted of female students in the seventh, eighth, and ninth grades in Tehran. A total of 300 students were selected as the sample using a multistage random cluster sampling method. The participants responded to the Academic Success Questionnaire (Wells, 2010), the Academic Emotions Questionnaire (Pekrun et al., 2002), and the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010). The data were analyzed using Pearson’s correlation coefficient, univariate and multivariate regression analyses through SPSS version 22, and structural equation modeling through LISREL version 8.5.
Results: The findings indicated a positive and significant relationship between cognitive flexibility and academic success; the correlation coefficient between these two variables was .35, and the standardized path coefficient was also .35, which was significant at the .05 level. Moreover, a positive and significant relationship was found between positive academic emotions and academic success, with a correlation coefficient of .618 and a standardized path coefficient of .43. In addition, a negative and significant relationship was observed between negative academic emotions and academic success, with a correlation coefficient of −.658 and a standardized path coefficient of −.99.
Conclusion: Based on the findings of the present study, it can be concluded that students’ academic success is influenced by both cognitive and emotional factors. Therefore, enhancing students’ cognitive adaptability, their ability to modify learning strategies, and their experience of positive emotions can contribute to the improvement of their academic success. Conversely, the predominance of negative emotions may hinder optimal academic performance.
Aims: The present study aimed to propose a structural model of academic success based on academic emotions and cognitive flexibility among lower secondary school students.
Methods: In terms of its objective, the present study was applied research, and in terms of method, it was a descriptive-correlational study. The statistical population consisted of female students in the seventh, eighth, and ninth grades in Tehran. A total of 300 students were selected as the sample using a multistage random cluster sampling method. The participants responded to the Academic Success Questionnaire (Wells, 2010), the Academic Emotions Questionnaire (Pekrun et al., 2002), and the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010). The data were analyzed using Pearson’s correlation coefficient, univariate and multivariate regression analyses through SPSS version 22, and structural equation modeling through LISREL version 8.5.
Results: The findings indicated a positive and significant relationship between cognitive flexibility and academic success; the correlation coefficient between these two variables was .35, and the standardized path coefficient was also .35, which was significant at the .05 level. Moreover, a positive and significant relationship was found between positive academic emotions and academic success, with a correlation coefficient of .618 and a standardized path coefficient of .43. In addition, a negative and significant relationship was observed between negative academic emotions and academic success, with a correlation coefficient of −.658 and a standardized path coefficient of −.99.
Conclusion: Based on the findings of the present study, it can be concluded that students’ academic success is influenced by both cognitive and emotional factors. Therefore, enhancing students’ cognitive adaptability, their ability to modify learning strategies, and their experience of positive emotions can contribute to the improvement of their academic success. Conversely, the predominance of negative emotions may hinder optimal academic performance.
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)