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Tytuł pozycji:

School Connectedness, Academic Self-Efficacy, and Academic Performance: Mediating Role of Hope.

Tytuł:
School Connectedness, Academic Self-Efficacy, and Academic Performance: Mediating Role of Hope.
Autorzy:
Zeinalipour H; Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran.
Źródło:
Psychological reports [Psychol Rep] 2022 Aug; Vol. 125 (4), pp. 2052-2068. Date of Electronic Publication: 2021 Apr 04.
Typ publikacji:
Journal Article
Język:
English
Imprint Name(s):
Publication: 2016- : Thousand Oaks, CA : SAGE
Original Publication: Louisville, Ky. : Southern Universities Press,
MeSH Terms:
Academic Performance*
Self Efficacy*
Child ; Female ; Humans ; Learning ; Male ; Schools ; Students
Contributed Indexing:
Keywords: School connectedness; academic performance; academic self-efficacy; high-school students; hope
Entry Date(s):
Date Created: 20210405 Date Completed: 20220803 Latest Revision: 20220803
Update Code:
20240104
DOI:
10.1177/00332941211006926
PMID:
33818192
Czasopismo naukowe
The present study explored the effects of school connectedness and academic self-efficacy beliefs on academic performance among male and female high school students. It was hypothesized that hope would mediate the effects of school connectedness and academic self-efficacy beliefs on academic performance. The statistical population of the study included all high school students in a city of Iran, from whom 500 individuals were selected as the study sample using multistage random sampling. To collect the required data, three questionnaires - i.e., academic self-efficacy subscale from the Patterns of Adaptive Learning Scale by Midgley et al., Children's Hope Scale by Snyder et al., and Brown and Evans' School Connectedness Scale - were used. Structural equation modeling (SEM) was also applied to evaluate the proposed model, and the results indicated the statistical significance of all the path coefficients between the variables. The model showed the positive and significant relation of school connectedness, academic self-efficacy beliefs, and hope with academic performance and the relation of school connectedness and academic self-efficacy beliefs with hope. The fit indices showed that the model was well-fitted. Furthermore, the significance of all the indirect relationships was also confirmed. We concluded that, the high levels of school connectedness and academic self-efficacy are associated with high academic performance and hope seems to be an important mediator of these relationships.
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