Presenting a causal model of academic vitality based on academic attitudes Emotional self-regulation and positive youth development
The aim of this study was to provide a causal model of academic vitality based on academic attitudes, emotional self-regulation and positive youth development. The method of this research was descriptive-correlation and structural equation modeling. The statistical population of this study included...
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University of Sistan and Baluchestan
2023-03-01
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| Series: | مطالعات روانشناسی تربیتی |
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| Online Access: | https://jeps.usb.ac.ir/article_7842_2c31e3cc3deac9d87e7597d8d62066a5.pdf |
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| author | Seyed AbdulHadi Samavi S. Abdolvahab Samavi Sara Hashemipoor |
| author_facet | Seyed AbdulHadi Samavi S. Abdolvahab Samavi Sara Hashemipoor |
| author_sort | Seyed AbdulHadi Samavi |
| collection | DOAJ |
| description | The aim of this study was to provide a causal model of academic vitality based on academic attitudes, emotional self-regulation and positive youth development. The method of this research was descriptive-correlation and structural equation modeling. The statistical population of this study included all high school male students in Bandar Lengeh in the academic year 2021-2022. The sampling method in this study was cluster random. The sample size was estimated to be 264 people using Klein's (2004) model. In this study, Martin and Marsh (2006) Academic Vitality Scale, Akbari Educational Attitude Scale (2004), Larsen & Prize Mike (2000) Emotional Self-Regulation, and the positive development of Goldoff et al. (2014) were used to measure the available variables. The results of multiple regression analysis showed that the variables of academic attitude (p <0.03, ß = 0.19), emotional self-regulation (p <0.001, ß = 0.31) and positive youthful development (p <0.0001, ß = 0.47) were positive and significant. Have predicted education. Also, the process of modeling structural equations and modeling indices showed that the general research model in the community of high school students in Bandar Lengeh has a good fit (p <0.05). From these findings, it can be concluded that if adolescent students can achieve a high academic attitude and good emotional self-regulation and at the same time focus on the positive aspects of their development, they can have a good vitality during their studies. |
| format | Article |
| id | doaj-art-127cf28a2f314e29a4daaa764eb130c3 |
| institution | Kabale University |
| issn | 2228-6683 2783-5235 |
| language | fas |
| publishDate | 2023-03-01 |
| publisher | University of Sistan and Baluchestan |
| record_format | Article |
| series | مطالعات روانشناسی تربیتی |
| spelling | doaj-art-127cf28a2f314e29a4daaa764eb130c32025-01-19T17:51:48ZfasUniversity of Sistan and Baluchestanمطالعات روانشناسی تربیتی2228-66832783-52352023-03-01204912110310.22111/jeps.2023.42287.50247842Presenting a causal model of academic vitality based on academic attitudes Emotional self-regulation and positive youth developmentSeyed AbdulHadi Samavi0S. Abdolvahab Samavi1Sara Hashemipoor2PhD in Educational Psychology, Department of Educational Psychology, Bandar Lengeh Branch, Islamic Azad University, Bandar Lengeh, Iran.Associate Professor of Educational Psychology, Department of Educational Sciences, Faculty of Humanities, Hormozgan University, Bandar Abbas, Iran.PhD in Clinical Psychology, Department of Clinical Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.The aim of this study was to provide a causal model of academic vitality based on academic attitudes, emotional self-regulation and positive youth development. The method of this research was descriptive-correlation and structural equation modeling. The statistical population of this study included all high school male students in Bandar Lengeh in the academic year 2021-2022. The sampling method in this study was cluster random. The sample size was estimated to be 264 people using Klein's (2004) model. In this study, Martin and Marsh (2006) Academic Vitality Scale, Akbari Educational Attitude Scale (2004), Larsen & Prize Mike (2000) Emotional Self-Regulation, and the positive development of Goldoff et al. (2014) were used to measure the available variables. The results of multiple regression analysis showed that the variables of academic attitude (p <0.03, ß = 0.19), emotional self-regulation (p <0.001, ß = 0.31) and positive youthful development (p <0.0001, ß = 0.47) were positive and significant. Have predicted education. Also, the process of modeling structural equations and modeling indices showed that the general research model in the community of high school students in Bandar Lengeh has a good fit (p <0.05). From these findings, it can be concluded that if adolescent students can achieve a high academic attitude and good emotional self-regulation and at the same time focus on the positive aspects of their development, they can have a good vitality during their studies.https://jeps.usb.ac.ir/article_7842_2c31e3cc3deac9d87e7597d8d62066a5.pdfacademic vitalityacademic attitudeemotional self-regulationpositive youth development |
| spellingShingle | Seyed AbdulHadi Samavi S. Abdolvahab Samavi Sara Hashemipoor Presenting a causal model of academic vitality based on academic attitudes Emotional self-regulation and positive youth development مطالعات روانشناسی تربیتی academic vitality academic attitude emotional self-regulation positive youth development |
| title | Presenting a causal model of academic vitality based on academic attitudes Emotional self-regulation and positive youth development |
| title_full | Presenting a causal model of academic vitality based on academic attitudes Emotional self-regulation and positive youth development |
| title_fullStr | Presenting a causal model of academic vitality based on academic attitudes Emotional self-regulation and positive youth development |
| title_full_unstemmed | Presenting a causal model of academic vitality based on academic attitudes Emotional self-regulation and positive youth development |
| title_short | Presenting a causal model of academic vitality based on academic attitudes Emotional self-regulation and positive youth development |
| title_sort | presenting a causal model of academic vitality based on academic attitudes emotional self regulation and positive youth development |
| topic | academic vitality academic attitude emotional self-regulation positive youth development |
| url | https://jeps.usb.ac.ir/article_7842_2c31e3cc3deac9d87e7597d8d62066a5.pdf |
| work_keys_str_mv | AT seyedabdulhadisamavi presentingacausalmodelofacademicvitalitybasedonacademicattitudesemotionalselfregulationandpositiveyouthdevelopment AT sabdolvahabsamavi presentingacausalmodelofacademicvitalitybasedonacademicattitudesemotionalselfregulationandpositiveyouthdevelopment AT sarahashemipoor presentingacausalmodelofacademicvitalitybasedonacademicattitudesemotionalselfregulationandpositiveyouthdevelopment |