Developing the Causal Model of Students' Academic Engagement in Cyberspace Based on Parent's Meta-Emotions, Family Communication Patterns and Academic Emotions

Badamian, Haleh; Delavar  Pour, Mohamad Agha; Sotodeh Asl, Nemat

doi:10.22055/psy.2023.41383.2886

Document Type : Research Article

Authors

¹ PhD student in Educational Psychology ، semnan Branch،Islamic Azad University، Semnan ،Iran

² Assistant professor، Department of Educational Psychology ، Semnan University ،Semnan، Iran.

³ Associate professor ,Department of Psychology,Semnan Branch, Islamic Azad University, &rlm;Semnan ,Iran.

10.22055/psy.2023.41383.2886

Abstract

Introduction
E-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.

Method
Therefore, 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.

Results
The 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.

Discussion
From 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.

Keywords

References

Al-Osaimi, A., & Issa, M. (2017). Patterns of Family Communication and its Relationship to Psychological Resilience among Secondary Students in Taif City, Journal of Psychological Counselling, 49, 217-258.

Al-Samarraie, H. (2016). Isolation and Distinctiveness in the Design of E-learning Systems Influence User Preferences. Interactive Learning Environments, 1–15. https://doi.org/10.1080/10494820.2016.1138313

Alzaben, M., Shoqeirat, M., & Saleh Al-Dalaeen, A. (2023). Patterns of Family Communication and their Relationship to Criminal ‎Behavior among Juvenile Delinquents in Amman. Journal of Social Studies Education Research, 14(1), 67–82.

Bakar, A. A., & Afthanorhan, A. (2016). Confirmatory factor analysis on family communication patterns measurement. Procedia-Social and Behavioral Sciences, 219, 33-40.‏ https://doi.org/10.1016/j.sbspro.2016.04.029

Bandura, A. (1997). Self-efficacy. Harvard Mental Health Letter, 13(9), 4-7.

Barzegar bafrooei, K., Hashemi, A., & Zareei Mahmoodabadi, H. (2019). The Effectiveness of Training Self-Regulatory Learning Strategies on the Academic Emotion of High School Students. Journal of School Psychology, 8(1), 26-42. https://doi.org/10.22098/JSP.2019.794 [Persian]

Deci, E. L., & Ryan, R. M. (2000). Intrinsic motivation and self-determination in human behavior. Springer US. https://doi.org/10.1037//0003-066x.55.1.68

Dong, Y., Wang, H., Zhu, L., Li, C., & Fang, Y. (2020). How Parental Involvement Influences Adolescents’ Academic Emotions from Control-Value Theory. Journal of Child and Family Studies, 29(2), 282-291. https://doi.org/10.1007/s10826-019-01586-3

Evelynekehe, C. (2006). Meta- emotion philosophy, emotional intelligence and relationship to adolescent emotional intelligence. Swinburne University of Technology.

Finn, J. D. (1993). School Engagement & Students at Risk. National Center for Education Statistics (ED).

Fitzpatrick, M. A., & Ritchie, L. D. (1994). Communication schemata within the family. Human Communication Research, 31(2), 375-211. https://doi.org/10.1111/j.1468-2958.1994.tb00324.x

Ghadami, G., Zare, M., Rahimi, M. (2020). The Role of Personality Traits and Family Communication Environment in Academic Engagement with Passion Mediation. Research in School and Virtual Learning, 7(2), 9-20. https://doi.org/10.30473/etl.2019.46396.2965 [Persian]

Hanson, T. A., & Olson, P. M. (2018). Financial literacy and family communication patterns. Journal of Behavioral and Experimental Finance, 19, 64-71. https://doi.org/10.1016/j.jbef.2018.05.001

Jensen, E. (2013). How poverty affects classroom engagement: Students from lowincome households are more likely to struggle with engagement–for seven reasons. Educational Leadership, 70(8), 2430.

Kadivar, P., Aghamirli, M., & Emamipour, S. (2022). Modeling structural equations in investigating the relationship between teacher and peer social support with academic performance and vitality mediated by competence mediation and academic excitement. Journal of Psychological Achievements, 29(1), 1-14. https://doi.org/10.22055/psy.2022.33796.2561 ‏ [Persian]

Kim, H. J., Hong, A. J., & Song, H. D. (2019). The roles of academic engagement and digital readiness in students’ achievements in university e-learning environments. International Journal of Educational Technology in Higher Education, 16(1), 21. https://doi.org/10.1186/s41239-019-0152-3

Koerner, A. F., & Fitzpatrick, M. A. (2002). Toward a theory of family communication. Communication Theory, 13(1), 71-91. https://doi.org/10.1111/j.1468-2885.2002.tb00260.x

Kadivar, P., Farzad, V., Kavousian, J., & Nikdel, F. (2009). validiting the Pekruns achievement emotion ‎questionnaire. Journal of Educational Innovations, 8(4), 7-38.‎‏ [Persian]

Koroshnia, M., & Latifian, M. (2008). An investigation on validity and reliability of revised family communication patterns instrument. Journal of Family Research, 3(12), 855-875.‏ [Persian]

Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1-3. https://doi.org/10.1016/j.cedpsych.2010.11.004

Mohammadi Siah Kemari, F., & Amiri, H. (2016). Examining the Relationship Between Academic Excitement and Academic Conflict in first Secondary Students of Kermanshah City, the third International. Conference on Applied Research in educational Sciences and Behavioral Studies and Social Harms of Iran, Tehran. [Persian]

Mou, Q., Zhuang, J., Wu, Q., Zhong, Y., Dai, Q., Cao, X., Gao, Y., Lu, Q., & Zhao, M. (2024). Social media addiction and academic engagement as serial mediators between social anxiety and academic performance among college students. BMC Psychology, 12(1), 190. https://doi.org/10.1186/s40359-024-01635-7

Ostad Rahimi, A., & Fathi A. (2021). The Role of Family Communication Patterns and School Culture in Addiction Tendency in Students. Etiadpajohi, 15(59), 275-292. http://doi/10.52547/etiadpajohi.15.59.275 [Persian]

Parsai, A & Fooladchang, M., (2010). Examining the validity and reliability of parents' meta-emotion ‎philosophy scale in Iran. 1st student national congress on social determinants of health.‎ [Persian].

Pekrun, R. (2000). A social-cognitive, Control-value theory of achievement emotion. Inj. Hechhavsen (Ed), Motivational psychology of human development: Developing motivation and motivating development (pp. 143- 163). New York, Ny: Elsevier Science. https://doi/10.1016/S0166-4115(00)80010-2

Pekrun, R. (2005). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. http://doi/10.1007/s10648-006-9029-9

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in ‎students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary ‎educational psychology, 36(1), 36-48.‎‏ https://doi.org/10.1016/j.cedpsych.2010.10.002

Pekrun, R., Gotz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research, Educational Psychologist, 37, 91-106. https://doi/10.1207/S15326985EP3702_4

Rabbani, Z., Talepasand, S., Rahimianboogar, E., & Mohammadifar, M. (2017). Relationship between Classroom Social Context and Academic Engagement: The Mediation Roles of Self-System Processes, Academic Motivation and Emotions, 14(53), 37-51. [Persian]

Ramazani, M., & Khamesan, A. (2017). Psychometric characteristics of Reeve’s academic engagement questionnaire 2013: with the introduction of the Agentic Engagement. Quarterly of Educational Measurement, 8(29), 185-204.‏ [Persian]

Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36, 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002

Roy, H., & Ray, K. (2019). “Educational Environment”-areflection of MBBS students; in a Rural Medical College of West Bengal.

Ryu, S., & Lombardi, D. (2015). Coding classroom interactions for collective and individual engagement. Educational Psychologist, 50(1), 70-83. https://doi.org/10.1080/00461520.2014.1001891

Solaimani Shebailo, N., & Vahedi, S., & Nemati., S. (2019). The Relationships between Emotions of Students, Teachers and Parents with Academic Performance in Science Course. Quarterly Journal of Child Mental Health, 6(1), 188-199. https://doi.org/10.29252/jcmh.6.1.1 [Persian]

Sepahvand, A., Monirpour, N., & Zargham Hajebi, M. (2019). Model of Academic Engagement Based on Psychological Capital with the Mediating of Self-Determination. Journal of Psychological Achievements. 30(2), 59-88. https://doi.org/10.22055/psy.2022.39838.2778 [Persian]

Stets, J. E., & Turner, J. H. (Eds.). (2014). Handbook of the Sociology of Emotions (Vol. 2). Springer. https://doi.org/10.1007/978-94-017-9130-4

Soucie, K., Scott, S. A., Partridge, T., et al. (2023). Meta-Emotion and Emotion Socialization by Mothers of Preschoolers during Storytelling Tasks. J Child Fam Stud, https://doi.org/10.1007/s10826-023-02736-4

Vakili, S., & Naqsh, Z., & Ramezani Khamsi, Z. (2017). The mediating role of Academic Engagement in the relationship Between Academic Excitement and Achievement. Journal of Research in Educational Systems, 12(special issue), 615-627. [Persian]

Wang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722-737. https://doi.org/10.1111/cdev.12138

Developing the Causal Model of Students' Academic Engagement in Cyberspace Based on Parent's Meta-Emotions, Family Communication Patterns and Academic Emotions

References

References

Volume 31, Issue 1 - Serial Number 31May 2024Pages 187-206

Volume 31, Issue 1 - Serial Number 31
May 2024
Pages 187-206