Volume 21, Issue 112 (7-2022)
Journal of Psychological Science 2022, 21(112): 743-762 |
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Assistant Professor, Department of Counseling, Central Tehran Branch, Islamic Azad University, Tehran, Iran , afsane_ghanbary@yahoo.com
Abstract: (1440 Views)
Background: Much research has been done on the factors affecting students' academic self-regulation, but no study has been conducted that simultaneously examines the interactive effect of family functioning, school climate, psychological hardiness and academic self-efficacy variables on students' academic self-regulation.
Aims: Students' academic self-regulation was modeled based on family functioning, school climate, and psychological hardiness as mediating academic self-efficacy.
Methods: The present study was a correlational study using structural equation modeling. The statistical population of the present study included all male students studying in the second year of high schools in Tehran in the academic year 1399-1400 and 385 people were selected by available sampling method and given to motived strategies learning questiones (MSLQ) of Pintrich and Degroot (1990), McMaster model of family functioning (MMFF) of the Epstein et al., (1983), the school climate of Zullig et al., (1982), and academic self-efficacy of Gafoor and Ashraf (2007), responded.
Results: The results showed that the hypothetical model of the research had a good fit with some modifications (GFI =.907, NFI =.901, CFI =.929, cmin / df = 2.150, RMSEA =.059). Also, the direct path coefficients between family functioning and school climate with academic self-regulation were significant, but the direct path coefficient between psychological hardiness and academic self-regulation was not significant. The results also showed that the indirect path coefficients between family functioning, school climate and psychological hardiness with academic self-regulation were significan
Conclusion: Students' academic self-regulation can be enhanced by improving family communication processes, improving relationships within the school, and increasing students' psychological hardiness.
Aims: Students' academic self-regulation was modeled based on family functioning, school climate, and psychological hardiness as mediating academic self-efficacy.
Methods: The present study was a correlational study using structural equation modeling. The statistical population of the present study included all male students studying in the second year of high schools in Tehran in the academic year 1399-1400 and 385 people were selected by available sampling method and given to motived strategies learning questiones (MSLQ) of Pintrich and Degroot (1990), McMaster model of family functioning (MMFF) of the Epstein et al., (1983), the school climate of Zullig et al., (1982), and academic self-efficacy of Gafoor and Ashraf (2007), responded.
Results: The results showed that the hypothetical model of the research had a good fit with some modifications (GFI =.907, NFI =.901, CFI =.929, cmin / df = 2.150, RMSEA =.059). Also, the direct path coefficients between family functioning and school climate with academic self-regulation were significant, but the direct path coefficient between psychological hardiness and academic self-regulation was not significant. The results also showed that the indirect path coefficients between family functioning, school climate and psychological hardiness with academic self-regulation were significan
Conclusion: Students' academic self-regulation can be enhanced by improving family communication processes, improving relationships within the school, and increasing students' psychological hardiness.
Keywords: academic self-regulation, family functioning, school climate, hardiness, academic self-efficacy
Type of Study: Research |
Subject:
General
Received: 2021/09/23 | Accepted: 2022/05/31 | Published: 2022/07/30
Received: 2021/09/23 | Accepted: 2022/05/31 | Published: 2022/07/30
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