Educational Psychology
hassan jorfi; Gholamhosien Ebadi
Abstract
IntroductionEmotional self-regulation is an important process in research, treatment and psychopathology and some physical pathological states and refers to actions that are used to change or adjust emotional experience and the intensity or type of emotional experiences. Considering that the way a student ...
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IntroductionEmotional self-regulation is an important process in research, treatment and psychopathology and some physical pathological states and refers to actions that are used to change or adjust emotional experience and the intensity or type of emotional experiences. Considering that the way a student interacts with others plays a role in academic engagement and emotional self-discipline. Interpersonal communication skills are part of life skills through which students can engage in interpersonal interactions in the educational environment. Creating effective interpersonal communication during adolescence, in addition to improving mental health, psychological well-being, reducing depression, reducing academic anxiety can lead to more academic engagement them. Academic engagement is a construct that was first proposed to understand and explain academic failure and was considered as the basis for reformist efforts in the field of education. One of the ways to improve emotional self-regulation, interpersonal communication skills and academic engagement in students is teaching emotional literacy. Emotional literacy is the ability to understand one's feelings, listen and empathize with others and express feelings effectively. This research aims to investigate the effectiveness of emotional literacy training on emotional self-regulation skills, interpersonal communication skills, and academic engagement.MethodThe research method is applied based on purpose and based on data collection, quasi-experimental with pre-test-post-test design and control group. The statistical population included all male students of the first grade of high school in Shushtar city in the academic year of 1402-1403. From the target population, 40 students were selected by random sampling method and assigned to experimental (20) and control (20) groups. First, pre-tests were performed for both groups. The experimental group received emotional literacy training in 8 sessions of 60 minutes over 45 days. Data collection tools were questionnaires by Gross and John's Emotional Regulation Questionnaire, Manjmizadeh's communication skills questionnaire, and Fredericks et al.'s academic engagement questionnaire. The results were analyzed using an analysis of covariance.ResultsThe results showed that there is a significant difference between the experimental group and the control group in terms of at least one of the research variables (F=131.328 and p<0.001). To further investigate this difference, variance analysis with single variable repeated measures on the scores emotional self-regulation, interpersonal communication and academic engagement were done. The F ratio of the interaction of time and group for the variable of emotional self-regulation (F= 233.348 and p < 0.001) is significant. Also, the F ratio of time and group interaction for interpersonal communication variable (F = 148.923 and p < 0.001) is significant. In addition, the F ratio of time and group interaction for the variable of academic engagement (F=250.116 and p>0.001) is significant. In order to better define the experimental and control groups in the post-test and follow-up of emotional self-regulation, interpersonal communication and academic engagement, Ben-Froni's post hoc test was used to compare the adjusted averages. The results show that the difference in the adjusted mean of emotional self-regulation between the experimental group and the control group in the post-test phase is 10.009 and this difference is statistically significant at the p<0.001 level. This result shows that the experimental group performed better in the variable of emotional self-regulation in the post-test stage compared to the control group. Also, the difference between the adjusted mean of emotional self-regulation between the experimental group and the control group in the follow-up phase is 7.756, and this difference is statistically significant at the p<0.001 level. This result shows that the experimental group had a better performance in the variable of emotional self-regulation in the follow-up phase compared to the control group. Also, the adjusted average difference between the experimental group and the control group in the post-test stage is 12.938 and this difference is statistically significant at p<0.001 level. This result shows that the experimental group performed better in the interpersonal communication variable in the post-test stage compared to the control group. Also, the difference between the adjusted average of the interpersonal relationship between the experimental group and the control group in the follow-up phase is 11.682, and this difference is statistically significant at the p<0.001 level. DiscussionThe results showed that emotional literacy training is effective in improving emotional self-regulation, interpersonal communication and academic engagement of students.
haleh badamian; Mohamad agha delavar pour; Nemat sotodeh Asl
Abstract
IntroductionE-learning, as an alternative to classical education in class, enables students to access information without time limitation and geographical limitations (Al-Samarai, 2016). Although e-learning makes interaction and active learning possible, one of the challenges e-learning confronts ...
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IntroductionE-learning, as an alternative to classical education in class, enables students to access information without time limitation and geographical limitations (Al-Samarai, 2016). Although e-learning makes interaction and active learning possible, one of the challenges e-learning confronts with them is the real level of learners' engagement in academic tasks and their real learning and academic achievement. of course, from the start of e-learning formation, this issue has been a concern and also a constant contemplative question. But, in a recent year, with the prevalence of coronavirus and thereby the pervasiveness of e-learning, learners' academic engagement issues in the online space have been questioned by custodians, parents, teachers, and all individuals involved in education. So, the purpose of the present research is to develop a causal model of students' academic engagement in cyberspace based on parents' meta-emotions, Family Communication Patterns and academic emotions. MethodTherefore, the type of research is descriptive-correlational. The statistical population of this study includes all secondary school students in Tehran.The sample size is equal to 400 high school students, who were selected from the statistical population by available sampling. The instruments used were the Family Pattern Communication Questionnaire (RFCP), Rio & Tsang (AES), Swayne Bourne's Parents' Farahijani Perspective (SMEPS), Packran, Goetz, and Perry (2005). The obtained data were analyzed by the structural equation method and PLS3 software. ResultsThe results showed that 38% of the changes in the variables of positive emotions and 23% of negative emotions are explained by the variables of communicative communication pattern, conformity communication pattern, Farahijani perspective of leadership, Farahijani perspective of consciousness. Also, 47% of the changes in the academic engagement variable are explained by the variables of conversational communication pattern, conformity communication model, Farahjani perspective of leadership, Farahjani view of consciousness, positive emotions and negative emotions. The value of Q2 related to the structure of positive emotions, negative emotions and academic engagement is 0.32, 0.13 and 0.27, respectively, which indicates the proper fit of the structural model and confirms the proper fit of the structural model of the research. DiscussionFrom the results of the present study, it is concluded that the academic performance of students in the context of e-learning depends on a set of internal and external factors, and to address the challenges of e-learning, a set of these factors should be considered.
Abdol Naser Javan Mojarrad; Ali Akbar Sheikhi Fini; Hosein Zeinipour; Abbas Abolghasemi
Abstract
Purpose of study: the first aim of this study is to investigate the association between quality of curriculum and academic engagement. The second aim is to study the extent to which psychological self-efficacy can mediate this association. Method: to study our hypotheses, samples of 600 undergraduate ...
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Purpose of study: the first aim of this study is to investigate the association between quality of curriculum and academic engagement. The second aim is to study the extent to which psychological self-efficacy can mediate this association. Method: to study our hypotheses, samples of 600 undergraduate students of university of Guilan were recruited by simple random sampling technique. Participants were asked to complete scales on quality of curriculum, academic engagement and psychological self-efficacy. Results: Pearson correlation analysis showed that there is a positive significant relationship between quality of curriculum and academic engagement. Moreover, path coefficients of structural equation modeling revealed that the direct effect of quality of curriculum on academic engagement is significant. Furthermore, it supported the mediating role of psychological self-efficacy in the association between quality of curriculum and academic engagement. Practical Implications: In case the quality of curriculum in the University of Guilan is enough good, psychological self-efficacy of students would be potentially good factor to further develop their academic engagement. Originality: this study suggests quality of curriculum and psychological self-efficacy as two main variables contributing students to develop their academic engagement.
Abstract
Although the relationship between parental involvement and academic achievement is widely studied, there has been little attention to testing the role of student motivation and academic engagement as a mediators of this relationship. Therefore, the aim of the present study was to investigate the relationship ...
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Although the relationship between parental involvement and academic achievement is widely studied, there has been little attention to testing the role of student motivation and academic engagement as a mediators of this relationship. Therefore, the aim of the present study was to investigate the relationship between parental involvement and academic achievement, with regard to mediating role of motivation and academic engagement. For this purpose, in a descriptive-correlational study, 375 high school students of Kashmar and one of their parents were selected by multi-stage cluster sampling method. The participants completed Parental Involvement Questionnaire (based on parent report), Parental Involvement Questionnaire (based on student report), Academic Motivation Scale, Engagement Scale and Academic Achievement. Data were analyzed by Lisrel and SPSS22 software, using structural equation modeling. The results of this study showed that proposed model has an acceptable fit with the data. In addition, motivation and academic engagement mediated the relationship between parental involvement and academic achievement of high school students. In sum, results of this study emphasized the importance of communication and parental involvement in students’ academic activities.