Can academic hope increase academic engagement in Iranian students who are university applicants? investigating academic buoyancy as a mediator

IF 1.4 4区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Psychologists and Counsellors in Schools Pub Date : 2020-12-14 DOI:10.1017/jgc.2020.31

Mah Azadianbojnordi, S. Bakhtiarpour, B. Makvandi, Parvin Ehteshamizadeh

{"title":"Can academic hope increase academic engagement in Iranian students who are university applicants? investigating academic buoyancy as a mediator","authors":"Mah Azadianbojnordi, S. Bakhtiarpour, B. Makvandi, Parvin Ehteshamizadeh","doi":"10.1017/jgc.2020.31","DOIUrl":null,"url":null,"abstract":"Abstract In Iran, a large number of adolescents compete every year to enter university, given the better job opportunities that may exist after graduation. The hope of having more education affects students’ academic engagement. The purpose of this study was to investigate the relationship between academic hope and academic engagement with the mediating role of academic buoyancy, using the Academic Hope Scale, Academic Buoyancy Scale, and Academic Engagement Scale. The participants in the study were 353 Iranian students in the last year of high school who had applied to enter university in 2019. Data were analysed using structural equation modelling procedures. The results showed that there was a direct significant relationship between academic hope (p ≤ .01, β = 0.19) and academic buoyancy (p ≤ .01, β = 0.25) with academic engagement. There was a direct and significant relationship between academic hope and academic buoyancy (p ≤ .01, β = 0.33). And academic buoyancy partially mediated the relationship between academic hope and academic engagement. The discussion concerns the potential benefits of implementing interventions designed to enhance academic hope to increase learners’ academic engagement.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jgc.2020.31","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Psychologists and Counsellors in Schools","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1017/jgc.2020.31","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 1

Abstract

Abstract In Iran, a large number of adolescents compete every year to enter university, given the better job opportunities that may exist after graduation. The hope of having more education affects students’ academic engagement. The purpose of this study was to investigate the relationship between academic hope and academic engagement with the mediating role of academic buoyancy, using the Academic Hope Scale, Academic Buoyancy Scale, and Academic Engagement Scale. The participants in the study were 353 Iranian students in the last year of high school who had applied to enter university in 2019. Data were analysed using structural equation modelling procedures. The results showed that there was a direct significant relationship between academic hope (p ≤ .01, β = 0.19) and academic buoyancy (p ≤ .01, β = 0.25) with academic engagement. There was a direct and significant relationship between academic hope and academic buoyancy (p ≤ .01, β = 0.33). And academic buoyancy partially mediated the relationship between academic hope and academic engagement. The discussion concerns the potential benefits of implementing interventions designed to enhance academic hope to increase learners’ academic engagement.

查看原文本刊更多论文

学术希望能提高伊朗学生申请大学的参与度吗?考察学术浮力作为中介的作用

摘要在伊朗，每年都有大量的青少年竞争进入大学，因为毕业后可能会有更好的工作机会。接受更多教育的希望会影响学生的学术参与度。本研究采用学业希望量表、学业浮力量表和学业投入量表，探讨学业希望与学业投入之间的关系以及学业浮力的中介作用。这项研究的参与者是353名高中最后一年的伊朗学生，他们申请在2019年进入大学。使用结构方程建模程序对数据进行分析。结果表明，学术希望（p≤.01，β=0.19）和学术浮力（p≤0.01，β=0.25）与学术投入之间存在直接显著关系。学术希望与学术浮力之间存在直接显著的关系（p≤.01，β=0.33），学术浮力在一定程度上介导了学术希望与学业投入之间的关系。讨论涉及实施旨在增强学术希望以提高学习者学术参与度的干预措施的潜在好处。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Psychologists and Counsellors in Schools Multiple-

CiteScore

2.20

自引率

7.70%

发文量

期刊介绍： Contributors to the Journal of Psychologists and Counsellors in Schools are from diverse backgrounds and focus on both educational and psychological topics. Articles address theoretical, practical and training issues that impact upon guidance and counselling professionals today.