内部因素对学业心理弹性的中介作用

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH
Ramin Aliyev, Ufuk Akbaş, Yaşar Özbay
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引用次数: 6

摘要

摘要本研究旨在探讨外部因素和内部因素对学业弹性的影响。本研究更倾向于考察内在保护因素在学生学业弹性中的关键作用。以子女教养态度或教养方式和生态教育价值观为外部因素,以学业自我效能感和学业动机为内部因素。在此目的范围内,将学术弹性量表(ARS)改编为土耳其语,并开发了生态教育价值感知量表(EEVPS)。结构方程模型检验表明,内部因素在外部因素与学业弹性之间起中介作用。研究发现,学业动机和学业自我效能感的内部保护因素在父母教养方式、生态教育价值观和学业弹性的外部因素之间起中介作用。结论是,即使有外部的保护因素,我们仍然需要内部的保护因素,使我们在学术上更有弹性。本研究结果表明,内在动机和保护特征的存在可以被认为是学业弹性的先决条件。根据以往的研究和本研究的局限性,对结果进行了讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Mediating Role of Internal Factors in Predicting Academic Resilience
ABSTRACT The aim of this study was to examine the effects of external and internal factors on academic resilience. This study is more apt to examine the critical role of internal protective factors in students’ academic resilience. Child rearing attitudes or parenting style and ecological education value perception were included as external factors and academic self-efficacy and academic motivation as internal factors. Within the scope of this purpose, the Academic Resilience Scale (ARS) was adapted to Turkish, and the Ecological Education Value Perception Scale (EEVPS) was developed. The model testing with structural equation modeling indicated that internal factors play a mediating role between external factors and academic resilience. Internal protective factors of academic motivation and academic self-efficacy were found to mediate between external factors of parenting style and ecological education value and academic resilience. It was concluded that even having external protective factors for resilience, we still need internal protective factors to become academically more resilient. The current study’s results showed that the existence of intrinsic motivation and protective features can be considered a prerequisite for academic resilience. The results are discussed in light of previous studies and within the limitations of this study.
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来源期刊
CiteScore
4.00
自引率
0.00%
发文量
8
期刊介绍: The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.
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