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2- Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran. , Ghadampour.e@lu.ac.ir
3- Associate Professor, Department of Psychology, Lorestan University, Khoramabad, Iran.
4- Assistant Professor, Department of Psychology, Lorestan University, Khoramabad, Iran.
The aim of this study was to present a causal model to investigate the relationship between school emotion and academic motivation with career guidance by considering the mediating role of academic self-concept. The research method was a descriptive-correlational structural equation model. The statistical population included all first-grade high school students in Sanandaj, in the academic year 2009-2010. 284 people were included in the study by random sampling of relative classes according to gender and educational level. To collect the required data, the academic motivation questionnaire (Derakhshan et al, 2017), the school attitude assessment survey (McCouch, 2003), the Academic Self-Concept Questionnaire (Lee et al, 2005), and the Career Development Inventory-Australia-short form (Creed & Patton, 2004 ) were used. The data analysis was performed by structural equation modeling. The results showed that school affection and academic motivation can significantly affect career growth through academic self-concept. According to the results, it is possible to provide a way to achieve career growth in the light of attention to school affection, academic motivation, and academic self-concept for students.
Received: 2020/12/19 | Revised: 2021/05/9 | Accepted: 2021/01/23 | ePublished: 2021/04/30
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