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Volume 18, Issue 77 (8-2019)
Journal of Psychological Science 2019, 18(77): 559-567 |
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Barati Z, Farzad V, Salehsedghpoor B, tajjali P. (2019). The prediction of academic self - efficacy based on self - concept and academic values considering the mediating role of achievement goals. Journal of Psychological Science. 18(77), 559-567.
URL: http://psychologicalscience.ir/article-1-443-en.html
URL: http://psychologicalscience.ir/article-1-443-en.html
, Islamic Azad University, Tehran Markazi Branch , Vfarzad@yahoo.com
Abstract: (2678 Views)
Background: Previous studies have determined that academic self-efficacy is influenced by a variety of variables including self-concept and academic values, but the important point in these studies is that the process of influencing has not been shown, especially through the mediating variabl. Aims: The aim of the present study was to predict academic self-efficacy based on self-concept and academic values, and also to determine the mediating role of achievement goals in this regard. Method: The research method was descriptive and of structural equation modeling type. The statistical population of the study was all university students of Islamic Azad University, Central Tehran Branch, in the academic year 2017-2018. The sample size was 401 university students who were selected by random clustering method. The research instruments were Owen & Froman Self- efficiency Questionnaire (1988), Li Yu and Wang Self-concept Scale (2005), Pintrich and colleagues Educational Values Questionnaire (2011), and Miguel et al. Achievement Goals Questionnaire (1988). Path analysis method was used to analyze the data. Results: Results showed that the model had a good fit (GFI=0/94). The direct and indirect effects of academic value on students’ academic self-efficacy were also confirmed (p=0/01). Achievement goals directly affected academic self-efficiency (p=0/03). Conclusions: On one hand, achievement goals are influenced by self-concept and academic values, and on the other hand, they can have a positive effect on academic self-efficacy.
Type of Study: Research |
Subject:
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Received: 2019/10/11 | Accepted: 2019/10/11 | Published: 2019/10/11
Received: 2019/10/11 | Accepted: 2019/10/11 | Published: 2019/10/11
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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)