مجله رویش روانشناسی از دادن گواهیهای کاغذی معذور است. لطفا تقاضا نکنید. همه گواهی ها در صفحه شخصی کاربران موجود است.
year 13, Issue 4 (summer 2024 2024)
Rooyesh 2024, 13(4): 75-84 |
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Research code: A-10-11197-1
Ethics code: IR.IAU.CTB.REC.1402.156
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Rezaei Oshyani I, Ghassemi M, Koochak Entezar R, Emamipour S. (2024). The mediating role of academic self-efficacy in relation to executive functions and academic vitality in Gifted Students of Schools of Brilliant Talents. Rooyesh. 13(4), 75-84.
URL: http://frooyesh.ir/article-1-5163-en.html
URL: http://frooyesh.ir/article-1-5163-en.html
1- Ph.D Student, Department of Exceptional Children Psychology , Central Tehran Branch, Islamic Azad University, Tehran, Iran.
2- Assistant Professor, Department of Educational Psychology , Central Tehran Branch, Islamic Azad University, Tehran, Iran. ,ghassemi64@yahoo.com
3- Assistant Professor, Department of Exceptional Children Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
4- Associate Professor, Department of Clinical Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
2- Assistant Professor, Department of Educational Psychology , Central Tehran Branch, Islamic Azad University, Tehran, Iran. ,
3- Assistant Professor, Department of Exceptional Children Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
4- Associate Professor, Department of Clinical Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
Abstract: (676 Views)
The present study aimed to investigate the mediating role of academic self-efficacy concerning executive functions and academic vitality in academically gifted students via a descriptive-correlational research method and structural equation modeling (SEM). The statistical population of the research included all the academically gifted students of the first secondary school (7th and 8th grades) who were studying in Isfahan gifted schools in the second half of the academic year 2022-2023. 340 individuals were selected as a sample via a convenient sampling technique. The research tools included the Academic Vitality Questionnaire (AVQ) by Hossein Jari and Dehghanizadeh (2011), the Barkley Deficits in Executive Functioning Scale (BDEFS) by Barkley (2011), and the Morgan-Jinks Student Efficacy Scale (MJSES) by Morgan-Jinks (1999). Structural equation modeling (SEM) was employed to analyze the data. The results demonstrated the optimal fit of the research model. Also, the results showed that executive functions have a positive and significant correlation with academic vitality (P < 0.05). Besides, it affects academic vitality directly and indirectly through the mediation of student self-efficacy (P< 0.05). These results indicated that executive functions could, directly and indirectly, explain academic vitality in academically gifted students with the mediation of self-efficacy.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2024/02/16 | Accepted: 2024/03/14 | ePublished: 2024/06/30
Received: 2024/02/16 | Accepted: 2024/03/14 | ePublished: 2024/06/30
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