Enter your email address
Submit
Write your message
Department of Educational Studies and Curriculum Planning, Mara.C., Islamic Azad University, Marand, Iran. , hosseinbmd@gmail.com
Abstract: (15 Views)
Background: The present study examines the relationship between academic emotions and academic vitality among female high school students in Miandoab. While previous studies have investigated the impact of academic emotions on academic performance, the predictive role of these emotions on academic vitality and their relationships within specific demographic contexts (particularly among female students in less privileged areas like Miandoab) has received less attention.
Aims: This study aimed to determine the effects of various academic emotion components on the academic vitality of female students.
Methods: This descriptive-analytical study employed a correlational design. The statistical population included all 847 female high school students in Miandoab during the 2018-2019 academic year. Using Krejcie and Morgan's table, a sample of 256 participants was selected through cluster sampling. Research instruments included the Academic Emotions Questionnaire (Pekrun et al., 2005) and the Academic Vitality Scale (Dehghani-Zadeh & Hosseinchari, 2012). Data analysis was performed using multiple regression and Pearson correlation tests in SPSS-24.
Results: Regression analysis revealed that academic emotion components had significant effects: positive impacts from enjoyment (β=0.291) and hope (β=0.121), and negative impacts from pride (β=0.313), anger (β=0.404), anxiety (β=0.462), shame (β=0.109), hopelessness (β=0.210), and boredom (β=0.13) on students' academic vitality.
Conclusion: Academic emotion components play a crucial role in determining students' academic vitality. Proper identification and management of these emotions can significantly enhance academic vitality.
Aims: This study aimed to determine the effects of various academic emotion components on the academic vitality of female students.
Methods: This descriptive-analytical study employed a correlational design. The statistical population included all 847 female high school students in Miandoab during the 2018-2019 academic year. Using Krejcie and Morgan's table, a sample of 256 participants was selected through cluster sampling. Research instruments included the Academic Emotions Questionnaire (Pekrun et al., 2005) and the Academic Vitality Scale (Dehghani-Zadeh & Hosseinchari, 2012). Data analysis was performed using multiple regression and Pearson correlation tests in SPSS-24.
Results: Regression analysis revealed that academic emotion components had significant effects: positive impacts from enjoyment (β=0.291) and hope (β=0.121), and negative impacts from pride (β=0.313), anger (β=0.404), anxiety (β=0.462), shame (β=0.109), hopelessness (β=0.210), and boredom (β=0.13) on students' academic vitality.
Conclusion: Academic emotion components play a crucial role in determining students' academic vitality. Proper identification and management of these emotions can significantly enhance academic vitality.
Article number: 18
Type of Study: Research |
Subject:
Special
Received: 2025/05/25 | Accepted: 2026/03/11 | Published: 2026/07/23
Received: 2025/05/25 | Accepted: 2026/03/11 | Published: 2026/07/23
References
1. ابراهیمی بخت، حبیباله، یاراحمدی، یحیی، اسدزاده، حسن، و احمدیان، حمزه. (1397). اثربخشی برنامه آموزشی سرزندگی تحصیلی بر عملکرد تحصیلی، اشتیاق تحصیلی و سرزندگی تحصیلی دانش آموزان. تدریس پژوهی، 6(2)، 163-182. https://dor.isc.ac/dor/20.1001.1.24765686.1397.6.2.10.3
2. پورعبدل، سعید، پیرانی، مسلم، و عباسی، محمد. (۱۳۹۴). رابطه امید به زندگی و بهزیستی روانشناختی با کیفیت زندگی سالمندان. مجله روانشناسی پیری، 1(1)، 57-65. https://jap.razi.ac.ir/article_290.html
3. دهقانی زاده، محمد حسین، و حسین چاری، مسعود. (1391). سرزندگی تحصیلی و ادراک از الگوی ارتباطی خانواده؛ نقش واسطه ای خودکارآمدی. مجله مطالعات آموزش و یادگیری، 4، 21-47. https://doi.org/10.22099/jsli.2013.1575
4. شفیعی، زهره، سجادیان، ایلناز، و نادی، محمدعلی. (1399). اثربخشی طرحواره درمانی بر سرزندگی تحصیلی، خودنظم جویی تحصیلی و اشتیاق تحصیلی دانشجویان. مجله علوم روانشناختی، 19(93)، 1175-1184. https://dor.isc.ac/dor/20.1001.1.17357462.1399.19.93.2.4
5. فولادی، اسما، کجباف، محمدباقر، و قمرانی، امیر. (1397). اثربخشی آموزش سرزندگی تحصیلی بر موفقیت تحصیلی و خودکارآمدی تحصیلی دانش آموزان دختر. آموزش و ارزشیابی (علوم تربیتی)، 11(42)، 37-53. https://sid.ir/paper/183377/fa
6. کدیور، پروین؛ فرزاد، ولی الله؛ کاوسیان، جواد و نیکدل، فریبرز (1388). رواسازی پرسشنامه هیجان های تحصیلی پکران. نوآوری های آموزشی، 8(4)، 38-7. https://noavaryedu.oerp.ir/article_78909.html
7. میرزابیگی، احمد، بختیارپور، سعید، افتخار صعادی، زهرا، مکوندی، بهنام، و پاشا، رضا. (1397). مقایسه سرزندگی تحصیلی، احساس تعلق به مدرسه، انگیزه پیشرفت تحصیلی در بین دانشآموزان دختر و پسر مدارس متوسطه دوم شهر ایلام. نشریه پژوهش در نظامهای آموزشی، 12 (ویژهنامه)، 1085-1104. https://www.jiera.ir/article_65043.html
8. Abdelrahman, H., Al Qadire, M., Ballout, S., Rababa, M., Kwaning, E. N., & Zehry, H. (2025). Academic Resilience and its Relationship with Emotional Intelligence and Stress Among University Students: A Three‐Country Survey. Brain and Behavior, 15(4), e70497. doi: 10.1002/brb3.70497
9. Alshareef, N., Fletcher, I., & Giga, S. (2024). The role of emotions in academic performance of undergraduate medical students: a narrative review. BMC medical education, 24(1), 907. https://doi.org/10.1186/s12909-024-05894-1
10. Antwi, C. O., Ntim, S. Y., Zhang, J., Asante, E. A., Darko, A. P., & Ren, J. (2024). Health-protective instinct and emotional exhaustion: The why and when perceived COVID-19 infectability emotionally drains frontline employees during a pandemic. International Journal of Stress Management, 31(2), 148–161. https://doi.org/10.1037/str0000326
11. Dehghanizadeh H, Hosseinchari M. Academic buoyancy and Perception of Family Communication Patterns: Mediatory role of Self- efficacy. Studies in Learning & Instruction, 2012; 8(2): 60-68.https://doi.org/10.22099/jsli.2013.1575 (in persian).
12. Denice, P. A. (2021). Choosing and changing course: Postsecondary students and the process of selecting a major field of study. Sociological perspectives, 64(1), 82-108. DOI: 10.1177/0731121420921903
13. Ebrahimi Bakht, H., YarAhmadi, Y., Asadzadeh, H., & Ahmadian, H. (2018). The effectiveness of an academic vitality training program on academic performance, academic engagement, and academic vitality of students. Teaching Research, 6(2), 163–182. https://dor.isc.ac/dor/20.1001.1.24765686.1397.6.2.10.3 (In Persian)
14. Ellyatt, W. (2022). Education for human flourishing—A new conceptual framework for promoting ecosystemic wellbeing in schools. Challenges, 13(2), 58.DOI: 10.3390/challe13020058
15. Emslander, V., Holzberger, D., Ofstad, S. B., Fischbach, A., & Scherer, R. (2025). Teacher-student relationships and student outcomes: A systematic second-order meta-analytic review. Psychological bulletin, 151(3), 365–397. https://doi.org/10.1037/bul0000461
16. Fouladi, A., Kajbaf, M. B., & Ghamarani, A. (2018). The effectiveness of academic vitality training on academic achievement and academic self-efficacy of female students. Education and Evaluation (Educational Sciences), 11(42), 37–53. https://sid.ir/paper/183377/fa (In Persian)
17. Fusar-Poli, P., Salazar de Pablo, G., De Micheli, A., Nieman, D. H., Correll, C. U., Kessing, L. V., Pfennig, A., Bechdolf, A., Borgwardt, S., Arango, C., & van Amelsvoort, T. (2020). What is good mental health? A scoping review. European neuropsychopharmacology: the journal of the European College of Neuropsychopharmacology, 31, 33–46. https://doi.org/10.1016/j.euroneuro.2019.12.105
18. Kadivar, P., Farzad, V., Kavousian, J., & Nikdel, F. (2009). validiting the Pekruns achievement emotion questionnaire. Journal of Educational Innovations, 8(4), 7-38. https://noavaryedu.oerp.ir/article_78909.html (in persian).
19. Khamisabadi, M., Mirmehdi, S. R., & Merati, A. R. (2021). Relationship of academic vitality, academic self-efficacy, and meta-cognitive skills with lifelong learning concerning mediating role of study approaches. Journal of Research and Health, 11(1), 1-10.DOI: 10.32598/JRH.11.1.1202.4
20. Lei, H., Cui, Y., & Chiu, M. M. (2018). The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis. Frontiers in psychology, 8, 2288. https://doi.org/10.3389/fpsyg.2017.02288
21. Leow, K., Leow, S., Chee, K. F., & Woon, C. O. (2025). The Role of Positive Psychology in Promoting Student Well-Being. In Nurturing Student Well-Being in the Modern World (pp. 1-18). IGI Global.DOI: 10.4018/979-8-3693-1455-5
22. Luo, Q., Ahmadi, R., & Izadpanah, S. (2024). Exploring the mediating role of self-efficacy beliefs among EFL university language learners: The relationship of social support with academic enthusiasm and academic vitality. Heliyon, 10(12).DOI: 10.1016/j.heliyon.2024.e33253
23. Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353–370. http://www.jstor.org/stable/27784566
24. Mirzabeigi, A., Bakhtiyarpour, S., Eftekharsaadi, Z., Makvandi, B., & Pasha, R. (2018). A comparison of academic vitality, sense of school belonging, and academic achievement motivation among male and female high school students in Ilam. Journal of Research in Educational Systems, 12(Special Issue), 1085–1104. https://www.jiera.ir/article_65043.html (In Persian)
25. Mouratidis, A. A., Vansteenkiste, M., Sideridis, G., & Lens, W. (2011). Vitality and interest–enjoyment as a function of class-to-class variation in need-supportive teaching and pupils' autonomous motivation. Journal of Educational Psychology, 103(2), 353–366. https://doi.org/10.1037/a0022773
26. Niepel, C., Hausen, J. E., Weber, A. M., & Möller, J. (2025). Understanding mean-level and intraindividual variability in state academic self-concept: The role of students’ trait expectancies and values. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000946
27. Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement emotions questionnaire (AEQ). User’s manual. Unpublished Manuscript, University of Munich, Munich.
28. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
29. Polso, K.-M., Tuominen, H., Ihantola, P., & Niemivirta, M. (2025). Within-year stability and changes in adolescents’ cross-domain motivational profiles: Predictions on academic achievement and educational choices. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000955
30. PourAbdol, S., Pirani, M., & Abbasi, M. (2015). The relationship between life hope and psychological well-being with the quality of life in the elderly. Journal of Aging Psychology, 1(1), 57–65. https://jap.razi.ac.ir/article_290.html (In Persian)
31. Regueiro, B., Núñez, J. C., Valle, A., Piñeiro, I., Rodríguez, S., & Rosário, P. (2018). Motivational profiles in high school students: Differences in behavioural and emotional homework engagement and academic achievement. International Journal of Psychology, 53(6), 449–457. https://doi.org/10.1002/ijop.12399
32. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
33. Shafiei, Z., Sajjadian, I., & Nadi, M. A. (2020). The effectiveness of schema therapy on academic vitality, academic self-regulation, and academic engagement of students. Journal of Psychological Sciences, 19(93), 1175–1184. https://dor.isc.ac/dor/20.1001.1.17357462.1399.19.93.2.4 (In Persian)
34. Steare, T., Gutiérrez Muñoz, C., Sullivan, A., & Lewis, G. (2023). The association between academic pressure and adolescent mental health problems: A systematic review. Journal of affective disorders, 339, 302–317. https://doi.org/10.1016/j.jad.2023.07.028
35. Tan, J., Mao, J., Jiang, Y., & Gao, M. (2021). The Influence of Academic Emotions on Learning Effects: A Systematic Review. International journal of environmental research and public health, 18(18), 9678. https://doi.org/10.3390/ijerph18189678
Send email to the article author
| Rights and permissions | |
 |
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)