Developing a Causal Model of Academic Engagement based on Self-Regulation and Academic Emotions with the Mediating Role of Academic Self-handicapping: The Effectiveness of the Plan from the Model on Academic Burnout*

Document Type : Research Paper

Authors

1 Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran

2 Department of Psychology, Islamic Azad University, Sanandaj Branch, Sanandaj, Iran

Abstract

This study aims to develop a causal model of academic engagement based on self-regulation and academic emotion with the mediating role of academic self-handicapping. The present paper is developmental in terms of purpose and correlational in terms of data collection. The statistical population includes all female high school students in Hamadan who were studying in the academic year 2019–2020 among whom 384 people formed the statistical sample. Measurement tools include Academic Engagment Questionnaire (AEQ), Self-Regulation Questionnaire (SRQ), Academic Emotion Questionnaire (AEQ), Academic Self- Handicapping Questionnaire (ASHQ) and Academic Burnout Questionnaire (ABQ). The results of structural equations with PLS software, Spearman correlation, and analysis of covariance with SPSS software indicated that the causal model of academic engagement based on self-regulation and academic emotion had a good fit with the mediating role of academic self-handicapping. The positive and negative emotions have an effect on academic conflict and academic self-handicapping, and academic self-handicapping explained the variable of academic conflict. On the other hand, positive and negative emotions have a significant effect on academic conflict with the mediating role of self-handicapping. Self-regulation also affects academic conflict and academic self-handicapping, and self-regulation is effective on academic conflict with the mediating role of self-handicapping. Self-handicapping has a negative significant effect on academic conflict.

Keywords

References

ابافت، ح. (1387). رابطۀ راهبردهای فراشناختی، خوداثربخشی و شیوه‌های فرزندپروری با خودناتوان‌سازی تحصیلی در دانش‌آموزان دبیرستان‌های اهواز. روان‌شناسی اجتماعی (یافته‌های نو در روان‌شناسی). 7(2)، 122-108.
رستمی، ز.، عابدی، م. ر.، و شوفلی، و. (1390). هنجاریابی مقیاس فرسودگی تحصیلی مسلش در دانشجویان زن دانشگاه اصفهان. دوفصلنامۀ علمی-پژوهشی رویکردهای نوین آموزشی. 6(1)، 38-21.
رمضانی، م.، و خامسان، ا. (1396). شاخص‌های روان‌سنجی پرسشنامۀ درگیری تحصیلی ریو 2013 با معرفی درگیری عاملی. فصلنامۀ اندازه‌گیری تربیتی. 8(29)، 204-185.
رمضانی، م. (1395). نقش واسطه‌ای خودتنظیمی تحصیلی و خودکارآمدی تحصیلی در رابطۀ بین حمایت اجتماعی ادراک‌شده از سوی معلم و درگیری تحصیلی در دانش‌آموزان مقطع متوسطۀ شهر بیرجند. پایان‌نامۀ کارشناسی ارشد. دانشکدۀ روان‌شناسی و علوم تربیتی. دانشگاه بیرجند.
کدیور، پ.، فرزاد، و.، کاوسیان، ج.، و نیکدل، ف. (1388). رواسازی پرسشنامۀ هیجان‌های تحصیلی پکران. فصلنامۀنوآوری‌هایآموزشی. 32(8)، 38-7.
یوسفی، ف. (1385). بررسی رابطۀ راهبردهای نظم‌دهی شناختی هیجان با افسردگی و اضطراب در دانش‌آموزان مراکز راهنمایی استعدادهای درخشان. پژوهش در حیطۀ کودکان استثنایی. 6(4)، 842-811.
میگلی، ف.، و یوردان، ح. ر. (1392). مقایسۀ مشکلات تنظیم هیجانی در افراد با رفتارهای جنسی پرخطر و عادی. مجلۀ علوم پزشکی مازندران. 23(109)، 214-206.
هاشمی شیخ‌شبانی، ا. (1380). بررسی رابطۀ برخی پیشایندهای مهم و مربوط با خودناتوان‌سازی تحصیلی و رابطۀ آن با پیامدهای برگزیده در دانش‌آموزان پسر اول دبیرستان اهواز. پایان‌نامۀ کارشناسی ارشد. دانشکدۀ علوم تربیتی و روان‌شناسی. دانشگاه شهید چمران.
نعیمی، ع. (1387). دانشگاه شهید چمران اهواز رباط بین کیفیت تجربۀ یادگیری با فرسودگی تحصیلی دانشجویان کارشناسی ارشد روان‌شناسی. مطالعات روان‌شناختی. 5(3): 28-19.
 
Alvy, L. M., McKirnan, D. J., Mansergh, G., Koblin, B., Colfax, G. N., & Flores, S. A. (2011). Depression is associated with sexual risk among men who have sex with men, but is mediated by cognitive escape and self-efficacy. AIDS Behavior. 15, 1171–1179.
Alvy, L. M., McKirnan, D. J., Mansergh, G., Koblin, B., Colfax, G. N., & Flores, S. A. (2019). Depression is associated with sexual risk among men who have sex with men, but is mediated by cognitive escape and self-efficacy. AIDS Behavior. 15(1), 1171-1179.
Azevedo, R. (2019). Theoretical, conceptual, methodological, and instructional issues in research on meta cognition and self-regulated learning: A discussion. Meta Cognition Learning. 4(5), 85–92.
Chang, Y. P. (2018). A Study of EFL college students’ selfhandicapping and English performance. Procedia-Social and Behavioral Sciences. 2(2), 2006–2010.
Cocorada, E. (2016). Achievement emotions and performance among university students. Bulletin of the Transilvania University of Brasov Series VII. Social Sciences Law. 9(2), 119–128.
Crockett, L. J., Moilanen, K. L., Raffaelli, M., & Randall, B. A. (2016). Psychological profiles and adolescent adjustment: A person-centered approach. Development and Psychopathology. 18(1), 195–214.
Garnefski, N., Van- Der- Kommer, T., Kraaij, V., Teerds, J., Legerstee, J., & Tein, E. O. (2012). The Relationship between Cognitive Emotion Regulation Strategies and Emotional problems: Comparison between a clinical and a Non-clinical Sampel. Eur Journal Pers. 16(1), 403–420.
Garnefski, N., Van- Der- Kommer, T., Kraaij, V., Teerds, J., Legerstee, J., & Tein, E. O. (2002). The effect of burnout on engagement: An empirical study on tourism students. Journal of Hospitality, Leisure, Sport and Tourism Education. 9(1), 13–23.
Glaser-Zikuda, M., Stuchlíkova, I., & Janík T. (2013). Emotional aspects of learning and teaching: reviewing the field-discussing the issues. Orbis Scholae. 7(2), 7–22.
King, B., McInerney, D., Ganotice, F., & Vilarosa, J. (2015). Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences. 39(2015), 64–72.
Maslach, C., & Qjakson, S. E. (1984). Burnout in organizational setting. Applied Social Psychology Annual. 5, 133–153.
Masalach, C., Schaufeil, W. B., & Liter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.
Midgly, C. (2000). Pattern of adaptive learning. University of Michigan. U.S.A.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). ContemporaryEducational Psychology. 36(1), 36–48.
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology. 105(3), 579–595.
Salmela- Aro, K., Kiuru, N., Pietikäinen, M., & Jokela, J. (2008). Does school matter? The role of school context in adolescents’ school- related burnout. European Psychologist. 13(1), 12–23.
Schaufeli, W. B., Martinez, I., Pinto, A. M., Salanova, M., & Bakker, A. (2002). Burnout and engagement in university students: A cross- national study. Journal of Cross-Cultural Psychology. 33(4), 464–481.
Steinunn, K. K., Gestsdottir, F., Birgisdottir, R., & Lerner, M. (2018). School engagement and intentional self-regulation: A reciprocal relation in adolescence. Journal of Adolescence. 64(5), 23–33.
Taris, T., Van Beek, W. I., & Schaufeli, W. B. (2010). Why do perfectionists have a higher burnout risk than other? The meditational effect of workaholism. Romanian Journal of Applied Psychology. 12(1): 1–7.
Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal. 47(1), 633–662.
Zhang, Y., Gan, Y., & Cham, H. (2007). Perfectionism, academic burnout and engagement among Chinese college students: A structural equation modeling analysis. Personality and Individual Differences, 43(6), 1529–1540.
 
Journal of Applied Psychological Research
Volume 12, Issue 1
April 2021
Pages 369-387

Files

Share

How to cite

Statistics