The Structural Model of Students’ Academic Motivation Based on Teacher- Student Relationship, Attachment to School, and Metacognitive Awareness by the Mediator of Academic Optimism among High-School Students

International Journal of School Health Pub Date : 2020-10-01 DOI:10.30476/INTJSH.2020.86227.1078

Atiyeh Amrollahi Beyooki, M. Sepahmansour, Afsaneh Ghanbaipanah

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引用次数: 1

Abstract

Background: It is a widely acknowledged fact that the future lies in the hands of the next generation whose success is mainly dependent on education. The purpose of the present study was to investigate the structural model of students’ motivation based on the teacher-student relationship, school attachment, and metacognitive awareness by academic optimism. The method of correlation was structural equation modeling. Methods: The structural equation modeling correlation was the method used in this research. The statistical population of this study consisted of 500 students selected from all male and female high schools in 22 districts of Tehran in the academic year 2017-2018. The Harter Academic Motivation Questionnaire (MIT), Teacher-Student Relationship, Attachment to the Motown School, Mokhtari and Richard Metacognitive Awareness, Academic Optimism were responded. For data analysis, we used Pearson’s correlation with SPSS software version 20 and path analysis with Amos software. The level of significance was P>0.01. Results: The results showed that the relationship between teacher-student with academic motivation by mediator role of academic optimism was significant (total effect=0.633, P=0.002), (direct effect=0.286, P=0.002), and (indirect effect=0.377, P=0.002). Furthermore, Attachment to school had a positive association with academic motivation. Finally, the relationship between metacognitive awareness with academic motivation by mediator role of academic optimism was significant (Total effect=0.351, p <0.001). Conclusion: Given the findings of the present study on the importance of the mentioned variables in students’ academic motivation, it is suggested that school principals provide positive, active, and vibrant school environment by developing optimistic beliefs in students. Provide students with academic motivation.

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基于师生关系、学校依恋和元认知意识的高中生学业动机结构模型

背景:这是一个公认的事实，未来掌握在下一代手中，他们的成功主要取决于教育。摘要本研究旨在探讨基于学业乐观主义的师生关系、学校依恋和元认知意识的学生动机结构模型。相关性分析方法为结构方程建模。方法:本研究采用结构方程相关建模方法。本研究的统计人群包括2017-2018学年从德黑兰22个地区的所有男女高中选出的500名学生。问卷内容包括:哈特学业动机问卷、师生关系、摩城学校依恋、Mokhtari和Richard元认知意识、学业乐观主义。数据分析采用SPSS软件20版Pearson’s correlation，采用Amos软件进行路径分析。差异有统计学意义(P < 0.01)。结果:学业乐观对师生学业动机的中介作用显著(总效应=0.633,P=0.002)、(直接效应=0.286,P=0.002)、(间接效应=0.377,P=0.002)。此外，对学校的依恋与学业动机呈正相关。最后，元认知意识通过学业乐观的中介作用与学业动机之间的关系显著(总效应=0.351,p <0.001)。结论:鉴于本研究对上述变量在学生学业动机中的重要性的研究结果，建议学校校长通过培养学生的乐观信念来提供积极、积极和充满活力的学校环境。为学生提供学习动力。

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