The aim of this study was to investigate mediating roles of students' self-system processes and positive academic emotions in a relationship between supporting autonomy and agentic engagement. In This research structural equation modeling was used to analyze a conceptual model. The sample consisted of 452 undergraduate students of Ferdowsi University of Mashhad. The research instruments included the autonomy-supportive environment inventory, the self-system processes questionnaire, three questionnaires of academic emotions, and the agentic engagement scale. The findings showed that supporting autonomy had an indirect effect on students' achievement emotions, via self-system processes. Self-system processes had direct and indirect effects on agentic engagement, via positive academic emotions. Supporting autonomy had an indirect effect on agentic engagement by mediating role of self-system processes and positive academic emotions. Accordingly, emotions are proximal determinants of agentic engagement. Supporting autonomy and self-system processes affect agentic engagement from the pathway of academic emotions. Therefore, in addition to environmental factors and self-appraisals, it is necessary to consider students' emotional experiences to promote agentic engagement in learning settings.
Background and Purpose: The environment in which a child lives plays an important role in the physical, mental, and well-being of the child. The child's home environment and parental teaching are among factors that have a pivotal role in the child's cognitive function. The main objective of this study was to evaluate the validity and reliability of the home environment questionnaire based on executive functions in Mashhad. Method: The present study was a developmental research method. The sample of the study consisted of three hundred 8 to 12-year-old students (103 girls and 197 boys) in Mashhad in the academic year of 2019-20 academic year, who were selected using the cluster sampling method. The participants completed the Home Environment Executive Functions (HEFE) Questionnaire (Kurako et al, 2018) and the Barkley Deficits in Executive Functioning Scale-Children and Adolescents (BDEFS-CA) (2012). The reliability was assessed using Cronbach's alpha method in SPSS software and the construct validity was evaluated by confirmatory factor analysis in Lisrel software. Moreover, the convergent validity was checked using the correlation method between two questionnaires at a significance level of 0.05. Results: The items of the (HEFE) Questionnaire suggested that 5 subscales of this tool, i.e. control discipline ,stimulation, sensitivity responsivity, warmth and specific activities, had desirable fitness. Also, Cronbach's alpha for the total score of the (HEFE) Questionnaire was estimated at 0.75. For the subscales of control discipline, stimulation, sensitivity responsivity, warmth, and specific activities, this value was 0.75, 0.68, 0.78, 0.81, and 0.83. Conclusion: Based on the obtained factors, the findings of the study revealed that the HEFE Questionnaire is a valid and reliable tool for assessing cognitive development activities between parents and children.
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