Educational Psychology
Mohsen Arbezi; Masoud Fazilatpoor
Abstract
IntroductionAcademic well-being is one of the important constructs in educational psychology. Considering the importance of this structure, previous researchers have made efforts to identify its antecedents. Based on the theoretical foundations and previous research, motivational resources are needed ...
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IntroductionAcademic well-being is one of the important constructs in educational psychology. Considering the importance of this structure, previous researchers have made efforts to identify its antecedents. Based on the theoretical foundations and previous research, motivational resources are needed for adaptive performance and progress-oriented behaviours in various fields, especially in the field of education. Among the types of motivation, intrinsic motivation is considered one of the adaptive types of motivation. Intrinsically motivated students study using internal reasons such as the enjoyment of learning, And they experience states of full attention and absorption while studying. The mentioned states are consistent with the experience of flow. Therefore, in the present study, it was assumed that intrinsic motivation can predict academic well-being directly and indirectly through academic flow. the present study was conducted to investigate the structural relationship between intrinsic motivation and academic well-being through the mediation of academic flow.MethodIn this study, 356 students (119 boys, 237 girls) of senior high school in Evaz city (located in the south of Fars province), who were studying in the academic year of 2022-2023, were selected by multi-stage random cluster sampling method; and they responded to the questionnaires of intrinsic motivation (Choi et al., 2010), academic flow (Martin & Jackson, 2008) and academic well-being (Tuominen-Soini et al., 2012). SPSS-16 and AMOS-24 statistical software were used for data analysis.ResultsThe proposed research model was tested using the maximum likelihood method, And the results of the research showed that intrinsic motivation predicts academic well-being directly (β= 0/42, p= 0/009) and indirectly (β=0/07, p= 0/015) through academic flow. Academic flow, in addition to the mediating role, directly (β=0/14, p= 0/012) predicts academic well-being.ConclusionThe findings of this research theoretically include new themes. In general, the results of the current research confirm the role of intrinsic motivation and academic flow as intrapersonal antecedents in facilitating the occurrence of students' academic well-being. The findings of the present research can be used as a basis for designing interventions based on the constructs of intrinsic motivation and academic flow to improve students' academic well-being.
A Afshari; N Naami; Nasrin Arshadi; E Hashemi
Volume 21, Issue 2 , December 2014, , Pages 45-64
Abstract
The purpose of the present study was to design and test a model of the relationships between individual (openness to experience and proactive behavior), group (proactive safety and team reflexivity) and organizational (organizational structure, transformational leadership and organizational climate) ...
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The purpose of the present study was to design and test a model of the relationships between individual (openness to experience and proactive behavior), group (proactive safety and team reflexivity) and organizational (organizational structure, transformational leadership and organizational climate) factors with organizational creativity considering the mediating role of creative self-efficacy and intrinsic motivation in employees of National Iranian South Oil Company (Aghagari District). The participants were 254 employees (male 241& female13) of Oil Company in Aghajari that selected by stratified random sampling method. The instruments were Neo- Five Factor Inventory(NEO-FFI), proactive personality scale(PPS), team climate inventory(TCI), team reflectivity questionnaire (TRQ), transformational leadership scale (GTL), creative climate questionnaire (CCQ), creative self-efficacy scale (CSE), intrinsic motivation inventory (IMI) and employee creativity questionnaire (ECQ). The proposed model was examined through structural equation model (SEM). Results showed that the direct paths from proactive personality to creative self-efficacy, organizational structure to organizational creativity, openness to organizational creativity, team reflectivity to organizational creativity, transformational leadership to organizational creativity and organizational climate to organizational creativity were non-significant. The indirect relationships were tested using bootstrapping procedure in Preacher and Hayes Macro command. After omitting non-significant paths, the model fitted the data properly and all indirect effects were significant.
