Volume 4, Issue 4 (Vol 4, No 4 (14) 2024)
2024, 4(4): 129-141 |
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Nazizadeh Z, Sadat Seyed barghi A. (2024). Predicting academic progress based on School Life Expectancy and enthusiasm for school with the mediation of academic self-concept in students. Journal of Childhood Health and Education. 4(4), 129-141. doi:10.32592/jeche.4.4.129
URL: http://jeche.ir/article-1-193-en.html
URL: http://jeche.ir/article-1-193-en.html
1- Islamic Azad Uuniversity, Tehran center branch
2- South Tehran branch,Valiasr branch , Islamic Azad Uuniversity
2- South Tehran branch,Valiasr branch , Islamic Azad Uuniversity
Abstract: (928 Views)
| Background and Aim: School Life Expectancy, enthusiasm for school and academic self-concept can affect the academic progress of students in different ways. Therefore, the aim of the present study was to predict academic progress based on hope for education and enthusiasm for school, with the mediating role of academic self-concept in elementary school. Methods: The research method was correlation and structural equation model. The statistical population of the research was elementary school boys in district 5 of Tehran in the academic year of 1401-1402. Among them, 240 male students were selected by multi-stage cluster sampling method according to Tabakenbek and Fidel (2001) who considered the minimum sample size to be 200 sufficient for modeling structural equations.. Students completed the questionnaires of Kharmai and Kameri's School Life Expectancy (2016), enthusiasm for school, Wang, Wilt and Eccles (2011) and Hisen Chen's School Self-Concept Inventory (2004); And the academic progress was determined based on the students' GPA of the previous semester. Data analysis was done in the form of path analysis with Imus24 software. Results: The results showed that the fit indices of the model are in the appropriate range, which indicates the appropriate fit of the research model to the data. The coefficient of the total path between School Life Expectancy and academic achievement is significant, as well as the coefficient of the total path between enthusiasm for school and academic achievement. School Life Expectancy and academic self-concept explain 25% of the variable of academic achievement, and passion for school and academic self-concept explain 19% of the variance of the variable of academic achievement. Conclusion: In order to improve the academic progress of students, it is possible to strengthen them. School Life Expectancy, enthusiasm for school, and academic self-concept by planning and applying measures and holding educational classes in school. |
Type of Study: Research |
Subject:
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Received: 2024/01/9 | Accepted: 2024/01/16 | Published: 2024/02/2
Received: 2024/01/9 | Accepted: 2024/01/16 | Published: 2024/02/2
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