Development of Structural Model for Prediction of Academic Achievement by Global Self-esteem, Academic Self-concept, Self-regulated Learning Strategies and Autonomous Academic Motivation

Soufi, Salah; Damirchi, Esmaeil Sadri; Sedghi, Naser; Sabayan, Behnoush

doi:10.1016/j.sbspro.2013.12.651

“…Depression in students causes them to think negatively and stop trying to make progress. Such negative behaviors lead to continued despair, which often leads to reduced academic performance [26]. People who experience emotional disturbances and impaired mental health for different reasons can exhibit them in different ways.…”

Section: Discussionmentioning

confidence: 99%

Psychological and Behavioral Factors Associated With Academic Performance in Overweight and Obese High School Female Students: A Structural Equation Model

Ghartappeh¹,

Arefi²,

Faramarzi

³

et al. 2019

Avicenna. J. Neuro. Psycho. Physio.

0

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Materials and Methods: This cross-sectional study was performed on 419 overweight and obese female high school students of Kermanshah in 2017 selected through two-stage cluster sampling. Data were collected using the standard questionnaires, including high school students' academic performance, Rosenberg Self-Esteem Scale, Goldberg's General Health Questionnaire, Littleton's Body Image Concern Inventory, physical activity subscale of Walker's Health-Promoting Lifestyle Profile II, and Pittsburgh Sleep Quality Index. Data analysis for structural equation modeling was performed using the IBM SPSS AMOS V. 21 software. Results: Self-esteem was found to have significant direct (β=0.412) and indirect (β=0.142) effects on academic performance, with direct effects being stronger (P<0.001). Body image, physical activity, general health, and sleep quality were found to have a significant direct effect on academic performance (P<0.05). However, these factors also had a significant indirect effect on this variable through the mediation of general health (P<0.05). Overall, these variables accounted for 35% of the variance in academic performance. Conclusion: Self-esteem, body image, physical activity, and sleep quality affect the academic performance of obese and overweight girl high school students not only directly but also indirectly through general health. The results of this study demonstrated the mediating role of mental health in predicting the academic performance of overweight and obese girl students.

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“…Two-stage cluster sampling was used to select the students of each school. According to the SEM design of the study, the needed sample size should be at least 15 times more than the number of observed variables (Hooman, 2005 quoted from Ganji 193) [26]. Therefore, the sample size was estimated at 390 cases.…”

Section: Methodsmentioning

confidence: 99%

Comparison of the Effectiveness of Cognitive-Behavioral Therapy and Education Based on Protection Motivation in Adherence to Treatment in Women With Type 2 Diabetes

Qanbari

¹

,

Tajeri

²

,

Ahadi

³

et al. 2019

Avicenna. J. Neuro. Psycho. Physio.

0

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Materials and Methods: This cross-sectional study was performed on 419 overweight and obese female high school students of Kermanshah in 2017 selected through two-stage cluster sampling. Data were collected using the standard questionnaires, including high school students' academic performance, Rosenberg Self-Esteem Scale, Goldberg's General Health Questionnaire, Littleton's Body Image Concern Inventory, physical activity subscale of Walker's Health-Promoting Lifestyle Profile II, and Pittsburgh Sleep Quality Index. Data analysis for structural equation modeling was performed using the IBM SPSS AMOS V. 21 software. Results: Self-esteem was found to have significant direct (β=0.412) and indirect (β=0.142) effects on academic performance, with direct effects being stronger (P<0.001). Body image, physical activity, general health, and sleep quality were found to have a significant direct effect on academic performance (P<0.05). However, these factors also had a significant indirect effect on this variable through the mediation of general health (P<0.05). Overall, these variables accounted for 35% of the variance in academic performance. Conclusion: Self-esteem, body image, physical activity, and sleep quality affect the academic performance of obese and overweight girl high school students not only directly but also indirectly through general health. The results of this study demonstrated the mediating role of mental health in predicting the academic performance of overweight and obese girl students.

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“…Evidence shows that self-esteem correlates with academic performance (Simpson & Boyle, 1975). In fact, self-esteem was found to be associated to academic achievement (Trautweinetal.,2006; Alves-Martins et al, 2002) past academic performance (Lane et al, 2004),and educational achievement in general (Booth & Gerard, 2011) in addition to being a contributing factor to it (Baumeister et al,2003;Maqsud,1983;Soufi et al,2014) -albeit not substantially as there are somewhat contradictory evidence and arguments from both sides-while in contrast, a more nuanced conception holds that self-esteem is not directly linked to academic achievement as much as low self-esteem is linked to academic problems and underachievement (Di Giunta et al, 2013).…”

Section: Self-esteem Language Learning and Gender Differencesmentioning

confidence: 99%

The Relationship between Self-esteem and Reading Motivation: Moroccan EFL University Students as a Case Study

Bouih

¹

,

Benattabou

²

2021

IJLLT

0

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This study aims primarily to investigate the relationship between Self-esteem (SE) and Reading Motivation (RM) among EFL university students in Morocco. Another aim of this research is to examine the role of gender in shaping this relationship. A questionnaire on SE, RM and socio-biographical data was completed by one hundred and eighty (N = 180) participants of undergraduate and graduate levels. Bivariate statistical analyses showed low significant correlational results using standardized summed scores of SE and RM. Moderately significant results have been observed based on SE and RM factors extracted using Principal Component Analysis (PCA) after both constructs were shown to have acceptable internal consistency. Using structural equation modeling (SEM), we evaluated a direct effect measurement model to investigate the unidirectional impact of SE on RM and its concordance with the structural model. Corresponding results revealed acceptable goodness-of-fit indexes indicating the validity of the structural model and demonstrating a positive effect of SE on RM. The examination of gender-based scores showed that there was no significant difference between males and females both in SE and RM.

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Development of Structural Model for Prediction of Academic Achievement by Global Self-esteem, Academic Self-concept, Self-regulated Learning Strategies and Autonomous Academic Motivation

Cited by 23 publications

References 11 publications

Psychological and Behavioral Factors Associated With Academic Performance in Overweight and Obese High School Female Students: A Structural Equation Model

Psychological and Behavioral Factors Associated With Academic Performance in Overweight and Obese High School Female Students: A Structural Equation Model

Comparison of the Effectiveness of Cognitive-Behavioral Therapy and Education Based on Protection Motivation in Adherence to Treatment in Women With Type 2 Diabetes

The Relationship between Self-esteem and Reading Motivation: Moroccan EFL University Students as a Case Study

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