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Volume 22, Issue 132 (2-2024)
Journal of Psychological Science 2024, 22(132): 281-300 |
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Kamangar F, Makvandi B, Homaei R, Bakhtiarpour S, Alizadeh M. (2024). Presenting the causal model of academic engagement based on self-regulation and internet addiction with the mediation of academic ethics in students of second secondary school in Ahvaz city. Journal of Psychological Science. 22(132), 281-300. doi:10.52547/JPS.22.132.281
URL: http://psychologicalscience.ir/article-1-2384-en.html
URL: http://psychologicalscience.ir/article-1-2384-en.html
Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran , b.makvandi@iauahvaz.ac.ir
Abstract: (387 Views)
Background: The results research of show that self-regulated people have academic engagement and excessive dependence on the Internet in students can affect not only mental health, but also their academic performance. Researches related to academic engagement have been done. However, there is a research gap in the relationship between academic engagement and academic ethics, how to use the Internet, and problems among students.
Aims: The purpose of the research was to present a structural model of academic engagement based on self-regulation and Internet addiction with the mediation of academic ethics in students.
Methods: The present research method is descriptive of correlation type. The statistical population was made up of female students in the second period of secondary school in Ahvaz city, 358 of whom were selected by stratified random sampling method. Data collection tools using Bouffard's self-regulation questionnaire (1995), Yang's Internet addiction (1998), Rio's academic engagement (2013) and Gol Parvar's academic ethics (2019)., were analyzed. The data were analyzed by structural equation method and in SPSS version 26 and Amos version 26 software.
Results: The results of structural equations showed that the direct paths of self-regulation, internet addiction and academic ethics to academic engagement and self-regulation to academic ethics were statistically significant (P< 0.05). But the direct path of internet addiction to academic ethics was not significant. The results showed that in the indirect paths, the path of self-regulation to academic engagement through academic ethics was significant (P< 0.05), but the path of Internet addiction to academic engagement through academic ethics was not significant.
Conclusion: The results showed that academic ethics can play a mediating role between self-regulation and academic engagement in students. As a result, it can be stated that self-regulation has an effective role in strengthening academic ethics and increasing the level of efficiency of students' academic engagement.
Aims: The purpose of the research was to present a structural model of academic engagement based on self-regulation and Internet addiction with the mediation of academic ethics in students.
Methods: The present research method is descriptive of correlation type. The statistical population was made up of female students in the second period of secondary school in Ahvaz city, 358 of whom were selected by stratified random sampling method. Data collection tools using Bouffard's self-regulation questionnaire (1995), Yang's Internet addiction (1998), Rio's academic engagement (2013) and Gol Parvar's academic ethics (2019)., were analyzed. The data were analyzed by structural equation method and in SPSS version 26 and Amos version 26 software.
Results: The results of structural equations showed that the direct paths of self-regulation, internet addiction and academic ethics to academic engagement and self-regulation to academic ethics were statistically significant (P< 0.05). But the direct path of internet addiction to academic ethics was not significant. The results showed that in the indirect paths, the path of self-regulation to academic engagement through academic ethics was significant (P< 0.05), but the path of Internet addiction to academic engagement through academic ethics was not significant.
Conclusion: The results showed that academic ethics can play a mediating role between self-regulation and academic engagement in students. As a result, it can be stated that self-regulation has an effective role in strengthening academic ethics and increasing the level of efficiency of students' academic engagement.
Type of Study: Research |
Subject:
Special
Received: 2023/12/8 | Accepted: 2024/02/9 | Published: 2024/02/20
Received: 2023/12/8 | Accepted: 2024/02/9 | Published: 2024/02/20
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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)