رابطه هیجان های پیشرفت مثبت تحصیلی، هیجان های پیشرفت منفی تحصیلی، و راهبردهای یادگیری با نقش واسطه ای رضایتمندی تحصیلی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف پژوهش حاضر بررسی رابطه هیجان های پیشرفت مثبت و منفی تحصیلی با راهبردهای یادگیری با واسطه گری رضایتمندی تحصیلی بود. روش پژوهش، توصیفی از نوع همبستگی بود. جامعه آماری را تمام دانش آموزان دبیرستان های شهرستان کوهبنان استان کرمان تشکیل دادند که از بین آنها 450 دانش آموز به روش نمونه گیری خوشه ای چندمرحله ای و درون هر خوشه به روش تصادفی ساده انتخاب شدند. به منظور گردآوری داده ها از پرسشنامه راهبردهای انگیزشی برای یادگیری، پرسشنامه هیجان های پیشرفت و مقیاس بهزیستی تحصیلی استفاده شد. نتایج تحلیل مسیر نشان می دهند رضایتمندی تحصیلی نقش واسطه گری معناداری را بین هیجان های پیشرفت مثبت، هیجان های پیشرفت منفی و راهبردهای یادگیری داشت. همچنین، نتایج حاکی از این بود که بین متغیرهای ذکرشده به جز هیجان های پیشرفت منفی رابطه مثبت و معناداری وجود داشت. به عبارت دیگر، یعنی هیجان های پیشرفت منفی رابطه منفی و معناداری با رضایتمندی تحصیلی و راهبردهای یادگیری داشتند؛ بنابراین، همه روابط مستقیم و معنادار هستند و نقش واسطه ای رضایتمندی تحصیلی در مدل پیشنهادی نیز تأیید شد؛ ازاین رو، نتیجه گرفته می شود که ارتقای هیجان های مثبت تحصیلی و کاهش هیجان های منفی تحصیلی دانش آموزان، زمینه افزایش رضایتمندی تحصیلی دانش آموزان و به کارگیری راهبردهای یادگیری آنها را فراهم می کند.The Relationship between Positive Academic Achievement Emotions, Negative Academic Achievement Emotions, and Learning Strategies: The Mediation Role of Academic Satisfaction
The purpose of the study was to investigate the relationship between positive academic achievement emotions, negative academic achievement emotions with academic satisfaction (mediating academic satisfaction). The research method was descriptive of the correlational kind. The statistical population included all the high school students of the city of Kuhbanan, Kerman. Among them 450 students were recruited using multistage cluster sampling method and, in each cluster, using simple random method. In order to collect data, motivated strategies for learning questionnaire, achievement emotions questionnaire, and academic well-being scale were used. In order to analyze the data, descriptive statistics such as the mean, the standard deviation, and the correlational matrix and inferential statistics such as path analysis were used. The results indicate that the academic satisfaction plays a significant mediating role between positive academic achievement emotions, negative academic achievement emotions, and learning strategies. The results also indicate that there is a positive and a significant relationship between all the mentioned variables except for the negative academic achievement emotions. In other words, there is a negative relationship between negative academic achievement emotions, academic satisfaction, and learning strategies. Therefore, in the proposed model, all the relationships are direct and significant and the academic satisfaction plays a mediating and a confirmed role. Thus, it is concluded that by enhancing students’ positive academic emotions and diminishing students’ negative academic emotions, the context for enhancing students’ academic satisfaction and their usage of learning strategies would be provided. IntroductionLearning strategies are processes that student use in their learning (Pintrich et al., 1993). Applying learning strategies needs active learning, thus, achievement emotions relate to learning strategies (Obergriesser & Stoeger, 2019). Researchers believe that the learning process through academic satisfaction would lead to academic satisfaction (Ebrahimzadeh et al., 2020). So far, there is no published model to describe the relationship of these variables. To this end, the following research hypotheses are:There are meaningful relationships between academic achievement emotions (positive and negative) and learning strategiesThere are meaningful relationships between these emotions and the academic satisfactionThere is a meaningful relationship between academic satisfaction and learning strategies, and there is a relationship between the mentioned emotions and academic satisfaction mediating learning strategies. MethodThe present study employed descriptive and correlational research design. The statistical population included all high school students of the Koohban, Kerman. Using Krejcie and Morgan’s (1970) table, the sample size turned out to be 450 individuals that were recruited while using multi cluster sampling method and within each cluster using simple random sampling method. The measurement tools were Pintrich and De Groot’s (1990) Motivated Strategies for Learning Questionnaire (MSLQ), Pekrun et al.’s (2005) Achievement Emotions Questionnaire (AEQ), and Tuominen-Soini et al.’s (2012) Academic Well-Being Scale (AWS). The scoring system of all tools are based on the Likert scale (1 to 5). After coordinating with the Office of Education in Koohbanan in Kerman province and schools’ educators, students completed tools via an internet link. Before the research conduction, researchers assured all students that their gathered information would remain confidential. The data were analyzed by applying path analysis with the aid of SPSS-26 and Lisrel-8. ResultsFigure 1 The fitted path analysis. Figure 2 The t scores of the fitted path analysis. The fitted path analysis is in Figure 1 and the t scores of the fitted path analysis is in FigureBoth Figure 1 and Figure 2, indicate that the model has a good fit and all paths are significant (p ≤ .05). In the present research, the results of the analyses show that all presumptions were met. The estimated amount of the goodness of fit indices are: df = 1, X2 = 2.89, df/X2 = 2.89, RMSEA = .06, GFI = 2.89, IFI = .98, NFI = .99, AGFI = .99, NNFI = .98, and CFI = .99. Thus, the proposed mediating model in relationship with the positive and the negative academic achievement emotions and the academic satisfaction mediating the academic satisfaction has a proper goodness of fit.Table 1, shows the direct effects of the academic satisfaction, positive and negative academic achievement emotions on learning strategies and academic satisfaction. Table1 Results of the analysis of direct effect of variables and standardized indirect effects of all the variables on each other dependent/independentestimated parameterstandardized parametererror of standardtR2direct effectsindirect effectstotal effectston learning strategies .30 from academic satisfaction.65.30.053.19**.46.12.5815.09**from positive academic achievement emotions.41.21.085.05**-.57-.04-.61-16.48**from negative academic achievement emotions-.28-.57.10-17.91**.30-.303.19**on academic satisfaction .57 from positive academic achievement emotions.24.40.1012.58**.40-.4012.58**from negative academic achievement emotions-.07-.16.08-3.89**-.16--.16-3.89** p < .05**, p < .01**As in Table 1, the variables that directly predicted learning strategies included academic satisfaction (β = .30, t = 3.19. p < .01), positive academic achievement emotions (β = .21, t = 5.05. p < .01), yet the direct and the significant effects and the negative academic achievement emotions were reverse (β = -.57, t = -17.97. p < .01). The indirect effects of the positive academic achievement emotions on learning strategies through the mediation of the academic satisfaction were positive and meaningful (IN = .12. t = 15.09, p < .05). The positive academic achievement emotions had direct effects on predicting academic satisfaction (β = .40, t = 12.58. p < .01). The direct effect of negative academic achievement emotions on the academic satisfaction was significant but reverse (β = -.16, t = 3.89. p < .01). The academic satisfaction in the relationship with the positive academic achievement emotions and the learning strategies had a mediation role but the mediation role of the academic satisfaction in the relationship with the negative academic achievement emotions was significant and reverse (IN = -.04. t = -16.48, p < .05). Thus, in both cases (positive and negative academic achievement emotions, since in both direct and indirect paths were significant the mediations are relative.Conclusion The purpose of the study was to examine the positive and negative academic achievement emotions with learning strategies, mediating academic satisfaction. All hypotheses are confirmed. The positive emotions are in concordance with Schweder and Raufelder’s (2022) findings and negative ones are in concordance with Rashidzade et al. (2022). Positive emotions lead to appropriate application of learning strategies (Obergriesser & Stoeger, 2019) while negative emotions exert unpleasant effects (Janabadi et al., 2020). Both positive-negative emotions are in concordance with Shahabi et al. (2021) findings. Performing positive activities lead to academic satisfactions (Sadeghi & Barzegar Befroee, 2019). Negative thinking causes negative academic satisfactions (Hajizadeh & Zeinali, 2019). The links found between academic satisfaction and the learning strategies relationship is in concordance with Kasalak and Degyar’s (2020) findings. Student’s academic flourishment requires the usage of proper learning strategies (Ebrahimzadeh et al., 2020). Moreover, the results found on positive emotions are in concordance with Mirsamiei et al. (2021) and the negative ones are in concordance with Wu et al. (2021) findings.Also, experiencing positive academic achievement emotions would lead to academic satisfactions and effective learning strategies (Ahmadi, 2014) and having negative emotions leads to low academic satisfaction (Chau & Cheung, 2018). The results of this research are limited to using online questionnaires and conducting during pandemic COVID-19. The researchers, therefore, suggest doing similar studies using non-online measurement tools and presenting workshops on promoting positive academic emotions. Ethical ConsiderationCompliance with Ethical GuidelinesStudents participated voluntarily and they were assured that the gathered information would remain confidential.Authors’ ContributionsAll authors participated in the research conduction.Conflict of InterestThe authors have no conflict of interest with each other.FundingThis research did not receive any funds from any sources.AcknowledgmentThe authors offer their gratitude toward all the students, parents, school principals, and educators.
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