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Showing 2 results for Academic Self-Regulation

Zeynab Falsafin, Omid Shokri,
Volume 2, Issue 2 (9-2014)

This study examined the mediating effect of positive and negative achievement emotions on the relationship between causal attributions and academic self-regulation among university students. On a sample consisting of 270 students (93 male 177 female) were administrated the achievement emotion questionnaire (Pekrun, Goetz & Perry, 2005).), attributin style questionnaire (Peterson, Semel, Beayer, Abramson, Metalsky & Seligman, 1982) and academic self-regulation scale (Ryan & Connell, 1989). Structural equation modeling was used to assess the mediating effects model of achievement emotions on the relationship between causal attributions and academic self-regulation. results showed that there is a positive significant correlation between adaptive attribution style with positive achievement emotions and a positive significant correlation between nonadaptive attribution style with negative achievement emotions and positive significant correlation between positive achievement emotions with self-regulation and negative correlation between negative emotions and academic self-regulation. Results also indicated that the relationship between adaptive and non-adaptive attribution styles and academic self-regulation by positive and negative achievement emotions is mediated. All of the regression weights in the both models were statistically significant and in the the mediating model of positive and negative achievement emotions, models' predictors accounted for 25% and 21% of the variance in academic self-regulation, respectively. In sum, the results emphysising on the mediating role of achievement emotions, provide further support for the attribution theory. 

Mr Emad Aldin Ahrari, Mrs Fatemeh Alipour, Mr Seyed Qasem Mosleh, Dr Siavash Sheikhalizadeh,
Volume 11, Issue 4 (3-2024)

The aim of this study was to differentiate students with high and low academic performance based on the components of academic self-regulation and cognitive flexibility. The study type was causal-comparative and its statistical population included all male and female high school students in Khaf city in the academic year 2022-2023, among whom finally 371 individuals were selected by cluster sampling, according to Krejcie and Morgan’s table. Data were collected using Dennis and Vanderwall (2010) Cognitive Flexibility Questionnaire, Sevari and Arabzadeh Academic Self-Regulation Questionnaire (2013), and the first semester GPA of 2022-2023 academic year. Data were analyzed using discriminant analysis. The findings of discriminant analysis led to a significant discriminant function which showed the components of controllability perception, Alternatives perception and organization had the highest differentiation power (p <0.01). The results of the discriminant analysis showed that according to the obtained function, 86.2% of students in the two groups were correctly reclassified which indicates the ability of these components to differentiate students at different levels of academic performance.


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