The Educational Impact of Academic Motivation on Academic Commitment, Emotional Self-Regulation, and Academic Performance of Male Students at Farhangian University in Khuzestan Province
Keywords:
Academic motivation, academic commitment, emotional self-regulation, academic performanceAbstract
The present study aimed to determine the effect of academic motivation training on academic commitment, emotional self-regulation, and students' academic performance. This study was conducted using an experimental design with a pre-test and post-test structure. The statistical population consisted of male students at Farhangian University in Khuzestan Province. The study sample included 50 participants (25 in the experimental group and 25 in the control group). The experimental intervention comprised 14 sessions of academic motivation training. Following the intervention, data were collected using scales measuring academic commitment, emotional self-regulation, and academic performance (assessed through students' end-of-term grade point averages). The research data were analyzed using multivariate covariance analysis (MANCOVA). The results of the multivariate covariance analysis indicated that academic motivation training had a significant positive effect on the three subscales of academic commitment (behavioral commitment, emotional commitment, and cognitive commitment), as well as on the overall academic commitment score. Furthermore, academic motivation training had a significant effect on emotional self-regulation and academic performance. It can be concluded that academic motivation training can enhance students' academic commitment and dedication, improve emotional self-regulation, and increase academic performance.
Downloads
References
آریافر، حسین، رزقی شیر سوار، هادی )1392(. رابطه انگیزش تحصیلی و راهبردهای خودتنظیمی با پیشرفت تحصیلی دانش
آموزان پسر مقطع متوسطه شهرستان قرچک. فصلنامه مطالعات آموزشی و آموزشگاهی، 2) 7(، .103-87
عابدی، احمد، معماریان، آذین دخت، شوشتری، مژگان، گلشنی منزه، فرشته )1395(. بررسی اثربخشی مداخالت چند بعدی
شناختی – رفتاری مارتین بر میزان عملکرد تحصیلی و اشتیاق تحصیلی دانش آموزان دختر دبیرستانهای شهر اصفهان. فصلنامه
مطالعات اندازه گیری و ارزشیابی آموزشی، 6)14(، 67-41
بیات، هدی )1395(. تاثیر روان نمایشگری بر خودگردانی هیجانی و سالمت روانی دانش آموزان دختر متوسطه اول در
شیراز. پایان نامه کارشناسی ارشد، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسالمی واحد مرودشت.
حسینی، توران )1395(. رابطه مولفه های هیجان های تحصیلی با مولفه های التزام تحصیلی در دانش آموزان دختر پایه ششم
ابتدایی شهر اهواز، پایان نامه کارشناسی ارشد دانشگاه شهید چمران اهواز .
عزیزی محمود آباد، مهران؛ حسینی خواه، خدیجه و مظفری، طاهره ) 1396(. تعیین تاثیر آموزش راهبردهای خودگردان بر
توانایی حل مسائل غیرمعمولی. مجله آموزش پژوهی، شماره یازدهم.
گلستانه، سید موسی ) 1388(. تاثیر آموزش انگیزش تحصیلی بر ابعاد شناختی –انطباقی/غیر انطباقی،رفتاری –انطباقی /غیر
انطباقی انگیزش و عملکرد تحصیلی دانش آموزان سال دوم دبیرستان های پسرانه شهر بوشهر، پایان نامه دکتری، دانشگاه شهید چمران
اهواز.
محمدی، قدرت اهلل، پورشافعی، هادی )1393(. بررسی تفاوت ادراک مدیران و دبیران مقطع متوسطه از عوامل انگیزشی شغلی
بر اساس نظریه آلدرفر. رهیافتی نو در مدیریت آموزشی، 5 )9( 96-75
Areepattamannil S, (2016). Relationship between academic motivation and mathematics
achievement amng Indian adolescents in Canada and India.
Abbas Ibrahim, I.R., & Ameen Al-Ali, W. (2016). The academic intrinsic motivation and
relationship with the emotional intelligence level with a samle of the academic overachievers and
underachievers of Najran University, Journal of Studies in Education, 6(2).
Alexandra Chis, Alina S. Rusu, (2016). Connecting Emotional Intelligence and Academic
Achievement in Adolescence: A Systematic Review, Education, REFLECTION, DEVELOPMENT,
FOURTH EDITION.
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with
school:Critical conceptual and methodological issues of the construct. Psychology in the schools. 45950,
-386. http://dx.doi.org/10.1002/pits.20303
Bakker, A. B., Vergel, A. I. S., & Kuntze, J. (2015). Student engagement and performance: A
weekly diary study on the role of openness. Motivation and Emotion. 39(1), 49-
http://dx.doi.org/10.1007/s11031-014-9422-5
Casuso-Holgado, M. J., Cuesta-Vargas, A. I., Moreno-Morales, N., Labajos-Manzanares, M. T.,
Baron-Lopez, F. J., & Vega- Cuesta, M. (2013). The association between academic engagement and
achievement in health sciences students. BMC medical education, 13(1), 33.
http://dx.doi.org/10.1186/1472-6920-13-33
Chase, P. A., Hilliard, L. J., G. J., Warren, D. J., & Lerner, R. M. (2014). Academic achievement
in the high school years: The changing role of school engagement. Journal of Youth and Adolescence,
(6), 884-896. http://dx.doi.org/10.1007/s10964-013-0085-4
Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic
achievement in early adolescence. Journal of Youth and Adolescence, 40(12), 1649-1660.
http://dx.doi.org/10.1007/s10964-011-9647-5
Estell, D. B., & Perdue, N. H. (2013). Social support and behavioral and affective school
engagement: The effects of peers, parents and teachers. Psychology in the School. 50(4), 325-339.
http://dx.doi.org/10.1002/pits.21681
Fall, A. M., & Roberts, G. (2012). High school dropouts: Interactions between social context, selfperceptions, school engagement, and student dropout. Journal of Adolescence, 35(4)787-798.
http://dx.doi.org/10.1016/j.adolescence.2011.11.004
Fanni Erda Tasia, (2016). The influence of achievement motivation and emotional intelligence On
students economic learning outcome in eleventh social studies senior high school pertiwi padang,
Fredrick, j. a., & McColskey, W. (2012). The Measurement of Student Engagement: A
Comparative Analysis of Various Methods and Student Self-report Instruments. In S. L. Christenson, A.
L. Reschly, & C. Wylie (EDS.), Handbook of Research on Student Engagement (pp. 763- 782). Springer
US. http://dx.doi.org/10.1007/978-1-4614-2018-7-37
Gonida, E. N., Voulala, K.., & Kiosseoglou, G. (2009). Students achievement goal orientations
and their behaiover and emotional engagement: Co-examining the role of perceived school goal structures
and parent goal during adolescence. Learning and Individual Differences, 19(1), 53-60
http://dx.doi.org/10.1016/j.lindif.2008.04.002
Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an Understanding of Definitions and
Measures of School Engagement and Related Terms. California School Psychologist, 8, 7-27..
http://dx.doi.org/10.1007/BF03340893
Klem, A. M., & Connell, J. P. (2004). Relationship matter: Linking teacher support to student
engagement and achievement. Journal of school health, 74(7), 262-273.. http://dx.doi.org/10.1111/j.1746-
2004.tb08283.x
Kusurkar, R.A. Ten Cate, T. J., Vos , C.M.R., Westers, P., & Croiset, G. (2013).How motivation
affects academic performance: A structural equation modeling analysis. Advances in Heaths science
Education, 18 , 57 -69
Lee, J. S. (2014). The Relationship Between Student Engagement and Academic Performance: Is
It a Myth or Reality? The Journal of Educational Research, 107(3), 177-185..
http://dx.doi.org/10.1080/00220671.2013.807491
Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence:
Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47(1),
-247. http://dx.doi.org/10.1080/10573560308223
Martin, A. J., Way, J., Bobis, J., & Anderson, J. (2015). Exploring the ups and downs of
mathematics engagement in the middle years of school. The Journal of Early Adolescence, 35(2), 199-
http://dx.doi.org/10.1177/0272431614529365
Martin, A.J., Elliot, A.J. (2016). The Role of personal Best (PB) and dichotomous Achievement
Goals in students academic motivation and engagement; A longitudinal investigation. Educational
Psychology, 36(7), 1282-1299.
Phan, H. P. (2014a). An Integrated Framework Involving Enactive Learning Experiences, Mastery
Goals, and Academic Engagement-Disengagement. Europe,s Journal of Psychology, 10(1), 41-66.
http://dx.doi.org/10.5964/ejop.v10i1.680
Ruchi, D. (2012). Emotional intelligence and academic motivation among adolescents,
international Journal of Multidisciplinary Research vol. 2 issue 3, March 2012.
Salmela-Aro, K., & Upadaya, K. (2014). The School burnout and Engagement in the context of
demands-resources model. British Journal of Educational Psychology, 84(1), 137-151.
http://dx.doi.org/10.1111/bjep.12018
Schaufeli, W. B., Salanova, M., Gonzalez-roma, V., & Bakker, A. B. (2002). The Measurement of
Engagement and Burnout: A Two Sample Confirmatory Factor Analytic Approach. Journal of Happiness
Studies, 3(1), 71-92. http://dx.doi.org/10.1023/A:1015630930326
Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The Challenges of Defining and Measuring
Student Engagement in Science. Educational Psychologist, 50(1), 1.
http://dx.doi.org/10.1080/00461520.2014.1002924
Tuominen-soini, H., & Salmela-Aro, K. (2014). Schoolwork engagement and burnout among
Finnish high school students and young adults: Profiles, Progressions, and educational outcomes.
Developmental Psychology, 50(3), 649. http://dx.doi.org/10.1037/a0033898
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Journal of Study and Innovation in Education and Development
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
