The Pattern of Structural Relationships of Self-regulated Learning, Moral Identity Mediated, and Spiritual Intelligence in High School Students

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Taqavi Hossein; Ahmadi Shirin

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Journal Paper

Paper Information

Journal: Journal of Research on Religion and Health Year:2023 | Volume:9 | Issue:3 Page(s): 75-87

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Information Journal Paper

Title

The Pattern of Structural Relationships of Self-regulated Learning, Moral Identity Mediated, and Spiritual Intelligence in High School Students

Author(s)

Taqavi Hossein | Ahmadi Shirin | Issue Writer Certificate

Keywords

Moral identity Self- regulated learning Spiritual intelligenceQ4

Abstract

Background and Objective: Global developments, environmental uncertainty and the need to adapt to the challenges posed by them, lead educational systems to train learners who have independent and self-directed learning competencies. The aim of this study was to model the structural relationships of self-regulated learning based on moral identity mediated by spiritual intelligence in high school students. Methods: The present study was descriptive correlational (structural equations). The statistical population of the study consisted of all male high school students studying in public schools in Ardabil. A total of 250 students were selected by available sampling method and answered the self-regulatory learning, spiritual intelligence and moral identity questionnaires online. Data were analyzed using Pearson correlation coefficient statistical tests and structural equation modeling. In the present study, all ethical considerations were observed and the authors reported no conflict of interests. Results: The results showed that self-regulation in learning has a positive and significant relationship with the total score in spiritual intelligence, moral identity and their components. Also, spiritual intelligence has a positive and significant relationship with the total score in moral identity and its components (P<0.001). Conclusion: The modeling results show that moral identity has a direct and indirect effect -through spiritual intelligence- on self-regulation learning; According to the obtained results, holding educational workshops by school psychologists is recommended to promote spirituality and moral identity and to teach self-regulatory learning strategies.

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