Explaining the Model of Academic Performance Based on Academic Motivation, Achievement Goals, Academic Self-Efficacy, Mediating Academic Engagement in Secondary School Students

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Mahdavi Rad H.; FARZAD V.; Koushaki Sh.

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Journal: Research in School and Virtual Learnin Year:2020 | Volume:7 | Issue:3 (27) Page(s): 23-36

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Title

Explaining the Model of Academic Performance Based on Academic Motivation, Achievement Goals, Academic Self-Efficacy, Mediating Academic Engagement in Secondary School Students

Author(s)

Mahdavi Rad H. | FARZAD V. | Koushaki Sh. | Issue Writer Certificate

Keywords

Academic PerformanceQ2

Academic MotivationQ1

Achievement GoalsQ2

Academic Self-EfficacyQ1

Academic EngagementQ1

Abstract

The purpose of the present study was to explanation the model of Academic Performance based on Academic Motivation, Achievement Goals and academic selfefficacy with the mediation of Academic Engagement of secondary school students in Tehran city. The research was practical and the method was correlational with structural equation modeling. The statistical population was all second-grade students, who were selected by multi-stage cluster sampling (470). The research instruments were the Miguel et al. Achievement Goals Questionnaire, Wallarand et al. Academic Motivation Questionnaire, Morris Academic Self-Efficacy Questionnaire, and Pintrich et al. the Motivation Strategy Questionnaire for learning. The data were analyzed using correlational methods and structural equation modeling. The results showed that model of research variables had a favorable fit. In the assumed model, Academic Motivation with Academic Performance is mediated by Academic Engagement, has a complete effect and direct effect and indirect effect is non-significant. The goals of progress with Academic Performance with the mediation of Academic Engagement had a complete and direct effect and a non-significant indirect effect. The effect of Academic Self-Efficacy with Academic Performance with the mediation of Academic Engagement had a complete effect and a significant direct effect, but the indirect effect is not significant. The effect of Academic Self-Efficacy was significant with Academic Performance at the 5% level. The results showed that the variable of self-efficacy has a significant effect on Academic Performance and can explain 35% of the variance of Academic Performance.

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APA: Copy

Mahdavi Rad, H., FARZAD, V., & Koushaki, Sh.. (2020). Explaining the Model of Academic Performance Based on Academic Motivation, Achievement Goals, Academic Self-Efficacy, Mediating Academic Engagement in Secondary School Students. JOURNAL OF RESEARCH IN SCHOOL AND VIRTUAL LEARNING, 7(3 (27) ), 23-36. SID. https://sid.ir/paper/262918/en

Vancouver: Copy

Mahdavi Rad H., FARZAD V., Koushaki Sh.. Explaining the Model of Academic Performance Based on Academic Motivation, Achievement Goals, Academic Self-Efficacy, Mediating Academic Engagement in Secondary School Students. JOURNAL OF RESEARCH IN SCHOOL AND VIRTUAL LEARNING[Internet]. 2020;7(3 (27) ):23-36. Available from: https://sid.ir/paper/262918/en

IEEE: Copy

H. Mahdavi Rad, V. FARZAD, and Sh. Koushaki, “Explaining the Model of Academic Performance Based on Academic Motivation, Achievement Goals, Academic Self-Efficacy, Mediating Academic Engagement in Secondary School Students,” JOURNAL OF RESEARCH IN SCHOOL AND VIRTUAL LEARNING, vol. 7, no. 3 (27) , pp. 23–36, 2020, [Online]. Available: https://sid.ir/paper/262918/en

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