Ramin Habibi-Kaleybar, Leila Gobadi,
Volume 7, Issue 41 (10-2020)
Abstract
The aim of this study was to investigate the mediating role of academic motivation in self-directed learning and academic vitality. The research method was descriptive-correlational (path analysis of structural equations). The statistical population included all students of Shahid Madani University of Azerbaijan in the academic year 2019-2020, whose number was 8000, of which 244 students (172 girls and 72 boys) were selected as a sample by multi-stage cluster sampling were examined. In the present study, self-directed learning questionnaires of Fisher et al. (2001), academic motivation of Leper et al. (2005) and academic vitality of Hossein Chari and Dehghanizadeh (2012) were used as data collection tools. Structural equation method and Emos software were used to analyze the data. The results of path analysis showed that in the proposed model, the assumed model fits with the research data. The direct effect of self-directed learning on academic motivation and the direct effect of academic motivation on academic vitality were both significant at the level (P <0.01). Also, the indirect effect of self-directed learning on academic vitality (P <0.05) was significant. Self-directed learning explains 0.26 percent of motivation changes and 0.16 percent of vitality variance. Therefore, paying attention to self-directed learning has an important role in students' academic motivation and academic vitality.
Amir Sabzipour, Khadijeh Judki, Ali Danesh Payeh,
Volume 15, Issue 49 (11-2024)
Abstract
This research was aimed at predicting the academic vitality based on goal orientation, academic optimism and resilience of the second high school students of Poldakhtar city. This research is applied in terms of purpose and correlational in terms of descriptive method, which was carried out in a survey way. The statistical population of the research includes 1539 students of the second secondary school in Poldakhtar city, and the statistical sample size was 308 using Cochran's formula, which was done using the available sampling method. Martin and Marsh's academic vitality questionnaire, Schenen-Moran et al.'s academic optimism and Connor and Davidson's resilience were used as research tools. The results of Pearson's correlation coefficient showed that there is a significant relationship between goal orientation, academic optimism and resilience with academic vitality in students. Also, according to the regression results, the variables of goal orientation (mastery, approach and avoidance), academic optimism (students' trust in teachers, academic emphasis and school unity) and resilience (perception of individual competence, tolerance of negative emotions, restraint and control) , secure relationships, spiritual influences) are predictors of students' academic vitality (p<5%). In the current research, it was found that goal orientation, academic optimism and resilience; They predict academic vitality in students, so it is suggested that school principals and other educational officials conduct meetings and workshops on goal orientation, academic optimism and resilience in order to improve the academic vitality of students.
