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year 13, Issue 6 (summer 2024 2024)
Rooyesh 2024, 13(6): 171-180 |
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Ghodrati Z, Sarayei A A, BakhshiPour A. (2024). The structural model of the relationship between Social-Emotional Competence and Academic Engagement with Academic Achievement: the mediating role of Academic Self-Efficacy in second high school students in Bojnourd. Rooyesh. 13(6), 171-180.
URL: http://frooyesh.ir/article-1-5282-en.html
URL: http://frooyesh.ir/article-1-5282-en.html
1- PhD student, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran.
2- Assistant Professor, Department of Psychology, Faculty of Humanities, Islamic Azad University, Bojnord, Iran. ,Saraei440@gmail.com
3- Assistant Professor, Department of Psychology, Faculty of Humanities, Islamic Azad University, Bojnourd, Iran.
2- Assistant Professor, Department of Psychology, Faculty of Humanities, Islamic Azad University, Bojnord, Iran. ,
3- Assistant Professor, Department of Psychology, Faculty of Humanities, Islamic Azad University, Bojnourd, Iran.
Abstract: (753 Views)
The present study was conducted to investigate the structural model of the relationship between social-emotional competence and academic engagement with academic achievements with the mediating role of academic self-efficacy. The method of descriptive correlational research was Path Analysis. The statistical population included all high school students in the second year of Bojnord City in the academic year of 2022-2023, out of which 383 people were selected as the research sample in a multi-stage cluster method. The research data was collected by self-report method and using Academic Engagement Scale (AES) by Reeve (2013), Social Emotional Competence Questionnaire Scale (SECQ) by Zhou & Ee (2012), the academic self-efficacy Questionnaire by (ASEQ) Jinks, & Morgan (1999) and Adjustment Inventory for High School Students by Singh and Sinha (1993). To measure the academic achievements of the students, the grade point average in the final exams was calculated and considered as an indicator of their academic progress. Data analysis was done using a correlation coefficient test and structural equation modeling method. The results showed that there is a direct and significant relationship between academic engagement and academic self-efficacy with academic achievements (P≤0.05). Another finding of the research showed that the direct effect of social-emotional competence on academic achievement is insignificant (P<0.05). Indirect coefficients indicated that the indirect effect of social-emotional competencies and academic engagement on academic achievement with the mediating role of academic self-efficacy is significant. Finally, the fit indices obtained from the general model had a good fit with the collected data. Based on this, social-emotional competence and academic engagement are directly and indirectly related to academic achievement through academic self-efficacy.
Keywords: Academic Achievements, Academic Self-Efficacy, Academic Engagement, Social-Emotional Competence.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2024/04/9 | Accepted: 2024/06/9 | ePublished: 2024/08/31
Received: 2024/04/9 | Accepted: 2024/06/9 | ePublished: 2024/08/31
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