Document Type : Call for papers in English
Authors
1 Department of Education and Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.
2 Shiraz University
Abstract
Extended abstract
Aim: Academic resilience is one of the important characteristics in the field of education; Because it is associated with a range of positive academic outcomes (Ahmed et al., 2018; Bala & Verma, 2019). In addition, academic resilience is a protective factor against negative academic outcomes (Hong et al., 2020; Lee, 2019). Considering the importance of this construct, the present research was conducted with the aim of investigating the relationship between approach to learning and academic resilience with the mediation of academic self-regulation.
Methods: The current research design describes the correlation type, which examines the relationships between research variables using the Structural Equations Models (SEM) method. Its statistical population was all junior high school students in Evaz City (located in the south of Fars province), from which (1633 people) 285 student (96 boys, 189 girls) were selected by convenience sampling method And answered the electronic version scale of academic resilience (Cassidy, 2016), approach to learning (Entwistle et al., 2006) and academic self-regulation (Hong & O'Neil, 2001) questionnaires. AMOS-24 software was used for the research model test.
Results: The research results showed that the deep approach to Learning (ᵦ= 0.46, p= 0.02) and strategic approach to Learning (ᵦ= 0.36, p= 0.02) positively and significantly predict academic resilience, While the surface approach to Learning (ᵦ= -0.35, p= 0.002) predicts academic resilience negatively and significantly. In order to test the mediation hypotheses of academic self-regulation in the relationship between the approach to Learning and academic resilience, the bootstrap method was used. The results showed that academic self-regulation significantly mediates the relationship between all three types of approaches to Learning and academic resilience. However, the mediating effect of the deep approach to Learning (ᵦ= 0.33, p=0.003) and strategic approach to Learning (ᵦ=0.39, p=0.004) is positive, And the mediating effect of the surface approach to Learning (ᵦ= -0.38, p=0.015) is negative.
Conclusion: The test of the research model confirmed the mediating role of academic self-regulation in the relationship between approach to deep learning, approach to strategic learning, approach to surface learning with academic resilience. In addition, the results showed that all three types of approaches to learning directly predict academic resilience. These findings can be the basis for designing interventions to improve academic resilience.
Keywords
Main Subjects
)