Askar Atashafrouz; Shoja Araban
Abstract
This study aimed to investigate the causal relationship between personality traits and academic performance with mediating role of study strategies in students of Farhangian university of Khuzestan. The study population included all of the students of Farhangian University in the academic year of 1392-93. ...
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This study aimed to investigate the causal relationship between personality traits and academic performance with mediating role of study strategies in students of Farhangian university of Khuzestan. The study population included all of the students of Farhangian University in the academic year of 1392-93. From this population, nine classrooms (214 students) were selected as sample, using clustering sampling method. The research instruments in this study were NEO Personality Inventory (NEO-FFI), Approaches to Study and Skills Inventory for Students (ASSIST) and grade point average of students. For analysing data, the AMOS-16 was used. Results showed that openness and conscientiousness, by pushing students to deep study approach, promote academic performance. The agreeableness, by adopting a strategic study approach in students, improves academic performance. In addition, the findings indicate the positive relationship of trait neuroticism with both the surface study approach and the low academic performance of students. In general, the results showed that personality traits, both directly and indirectly through study strategies, associated with academic performance
Askar Atash Afrouz
Abstract
The purpose of the present study was to investigate the causal relationship between the intelligence beliefs and academic performance with the mediating roles of achievement goals and learning strategies in male junior high school students in Ahvaz. The population of this study consisted of the students ...
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The purpose of the present study was to investigate the causal relationship between the intelligence beliefs and academic performance with the mediating roles of achievement goals and learning strategies in male junior high school students in Ahvaz. The population of this study consisted of the students studying in the 1389-90 academic year. From this population, 592 students were selected as samples using the multi-phase random sampling method. The research instruments in this study were the Implicit Theories of Intelligence Scale (ITIS), the Patterns of Adaptive Learning Scales (PALS) and the Motivational Strategies for Learning Questionnaire (MSLQ). Evaluation of the proposed model was done through path analysis using AMOS-16 software. The indirect relationships were tested by using the bootstrapping procedure in Preacher and Hayes’ Macro command. The proposed model was fit regarding the fitness indices. By drawing a path between “approach goal” and “mastery goal”, a good level of fitness with the data was obtained. Results showed that the intelligence beliefs are directly and indirectly (through achievement goals) associated with academic performance. Also, the achievement goals have directly and indirectly (through learning strategies) been associated with academic performance. Furthermore, the relationship between learning strategies and academic performance was also positive.
