RELATIONSHIP BETWEEN CLASSROOM SOCIAL CONTEXT AND ACADEMIC ENGAGEMENT: THE MEDIATION ROLES OF SELF-SYSTEM PROCESSES, ACADEMIC MOTIVATION AND EMOTIONS

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RABBANI ZEINAB; TALEPASAND SIAVASH; RAHIMIAN BOOGAR ISAAC; MOHAMMADIFAR MOHAMMAD ALI

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Paper Information

Journal: DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS) Year:2017 | Volume:14 | Issue:53 Page(s): 37-51

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Title

RELATIONSHIP BETWEEN CLASSROOM SOCIAL CONTEXT AND ACADEMIC ENGAGEMENT: THE MEDIATION ROLES OF SELF-SYSTEM PROCESSES, ACADEMIC MOTIVATION AND EMOTIONS

Author(s)

RABBANI ZEINAB | TALEPASAND SIAVASH | RAHIMIAN BOOGAR ISAAC | MOHAMMADIFAR MOHAMMAD ALI | Issue Writer Certificate

Keywords

ACADEMIC ENGAGEMENTQ1

SELF-SYSTEM PROCESSESQ1

ACADEMIC MOTIVATIONQ2

ACADEMIC EMOTIONSQ1

CLASSROOM SOCIAL CONTEXTQ1

Abstract

the aim of present study was to investigate the mediating roles of SELF-SYSTEM PROCESSES, ACADEMIC MOTIVATION and emotions in the relationship between CLASSROOM SOCIAL CONTEXT and ACADEMIC ENGAGEMENT. The participants were 586 grade nine students in Tehran. They completed ACADEMIC ENGAGEMENT Questionnaire (Reeve & Tseng, 2011), ACADEMIC EMOTIONS Questionnaires (Pekrun et al., 2005), ACADEMIC MOTIVATION Scale (Vallerand et al, 1989), Psychological Needs Satisfaction Scale (Filak & Sheldon, 2003), Teacher Emotional Support Scale (Sakiz, 2007), Autonomy Support (Blackburn, 1998) and Peers Emotional Support (Johnson et al, 1983) subscales. The results of path analysis showed that CLASSROOM SOCIAL CONTEXT (including teacher emotional support, autonomy support and peers emotional support) have effects on ACADEMIC ENGAGEMENT through several pathways. Findings indicated that social context factors of classroom had effects on SELF-SYSTEM PROCESSES (autonomy need satisfaction, competence need satisfaction and relatedness need satisfaction), and these processes influenced ACADEMIC MOTIVATION. ACADEMIC MOTIVATION had an effect on ACADEMIC EMOTIONS, and ACADEMIC EMOTIONS structurally influenced ACADEMIC ENGAGEMENT. Therefore, CLASSROOM SOCIAL CONTEXT had effects on ACADEMIC ENGAGEMENT by the mediating roles of SELF-SYSTEM PROCESSES, ACADEMIC MOTIVATION and emotions.

Cites

The efficiency of Procrastination Reduction Training on Lowering Self-Handicapping and Enhancing Academic Engagement among University Students

References

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APA: Copy

RABBANI, ZEINAB, TALEPASAND, SIAVASH, RAHIMIAN BOOGAR, ISAAC, & MOHAMMADIFAR, MOHAMMAD ALI. (2017). RELATIONSHIP BETWEEN CLASSROOM SOCIAL CONTEXT AND ACADEMIC ENGAGEMENT: THE MEDIATION ROLES OF SELF-SYSTEM PROCESSES, ACADEMIC MOTIVATION AND EMOTIONS. DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS), 14(53 ), 37-51. SID. https://sid.ir/paper/101179/en

Vancouver: Copy

RABBANI ZEINAB, TALEPASAND SIAVASH, RAHIMIAN BOOGAR ISAAC, MOHAMMADIFAR MOHAMMAD ALI. RELATIONSHIP BETWEEN CLASSROOM SOCIAL CONTEXT AND ACADEMIC ENGAGEMENT: THE MEDIATION ROLES OF SELF-SYSTEM PROCESSES, ACADEMIC MOTIVATION AND EMOTIONS. DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS)[Internet]. 2017;14(53 ):37-51. Available from: https://sid.ir/paper/101179/en

IEEE: Copy

ZEINAB RABBANI, SIAVASH TALEPASAND, ISAAC RAHIMIAN BOOGAR, and MOHAMMAD ALI MOHAMMADIFAR, “RELATIONSHIP BETWEEN CLASSROOM SOCIAL CONTEXT AND ACADEMIC ENGAGEMENT: THE MEDIATION ROLES OF SELF-SYSTEM PROCESSES, ACADEMIC MOTIVATION AND EMOTIONS,” DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS), vol. 14, no. 53 , pp. 37–51, 2017, [Online]. Available: https://sid.ir/paper/101179/en

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