Volume 10, Issue 44 (4-2022)                   2022, __(44): 222-243 | Back to browse issues page

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Investigating the effectiveness of help-seeking Academic strategies on academic well-being, academic engagement and academic performance. Journal title 2022; 10 (44) : 13
URL: http://erj.khu.ac.ir/article-1-1110-en.html
Abstract:   (3282 Views)
The aim of this study was to investigate the effectiveness of academic aid strategies on academic well-being, academic engagement and academic achievement of students. In this quasi-experimental study, a population of 721 people from Payame Noor Khalkhal University in the second semester of 2020-2021, using single-stage cluster sampling method and in order to determine the sample size in accordance with the research plan of the number 60 people were randomly replaced in two groups of 30 people, one experimental group and one control group. To collect information, the educational package of Alon et al.'s (2006) help-seeking strategies, Tominen-Svini et al. (2012) academic welfare questionnaire, Zarang (2012) and Pham and Taylor (1999) academic performance scale were used. Finally, multivariate analysis of covariance based on SPSS software version 22 was used to analyze the data. The results showed that the mean scores of post-test of academic well-being in the experimental group were significantly higher than the control group (p <0.01 and F = 18.582 (1, 57)). There was no difference in the academic engagement test in the experimental and control groups, and the mean scores of the academic performance post-test in the experimental group were higher than the control group (p <0.01 and F = 18.809 (57 and 1). The final result shows that academic help strategies as an intervention approach along with the psychological structures of academic well-being and academic engagement, if well designed, planned and implemented, can affect academic performance.
 
Article number: 13
Full-Text [PDF 879 kb]   (236 Downloads)    
Type of Study: Research Paper | Subject: Educational Science
Received: 2022/01/2 | Accepted: 2022/06/16 | Published: 2022/07/7

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