Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-23T22:53:01.681Z Has data issue: false hasContentIssue false
  • English
  • Français

Can academic hope increase academic engagement in Iranian students who are university applicants? investigating academic buoyancy as a mediator

Published online by Cambridge University Press:  14 December 2020

Mah Azadianbojnordi ,
Saeed Bakhtiarpour ,
Behnam Makvandi  and
Parvin Ehteshamizadeh
Mah Azadianbojnordi
Affiliation:
Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
Saeed Bakhtiarpour*
Affiliation:
Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
Behnam Makvandi
Affiliation:
Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
Parvin Ehteshamizadeh
Affiliation:
Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
*
*Corresponding author. Email: [email protected]
Get access

Abstract

In Iran, a large number of adolescents compete every year to enter university, given the better job opportunities that may exist after graduation. The hope of having more education affects students’ academic engagement. The purpose of this study was to investigate the relationship between academic hope and academic engagement with the mediating role of academic buoyancy, using the Academic Hope Scale, Academic Buoyancy Scale, and Academic Engagement Scale. The participants in the study were 353 Iranian students in the last year of high school who had applied to enter university in 2019. Data were analysed using structural equation modelling procedures. The results showed that there was a direct significant relationship between academic hope (p ≤ .01, β = 0.19) and academic buoyancy (p ≤ .01, β = 0.25) with academic engagement. There was a direct and significant relationship between academic hope and academic buoyancy (p ≤ .01, β = 0.33). And academic buoyancy partially mediated the relationship between academic hope and academic engagement. The discussion concerns the potential benefits of implementing interventions designed to enhance academic hope to increase learners’ academic engagement.

Keywords

academic hopeacademic buoyancyacademic engagementuniversity applicants
Type
Original Article
Information
Journal of Psychologists and Counsellors in Schools , Volume 32 , Issue 2 , December 2022 , pp. 198 - 206
Check for updates
Copyright
© The Author(s) 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bryce, C.I., Alexander, B.L., Fraser, A.M., & Fabes, R.A. (2020). Dimensions of hope in adolescence: Relations to academic functioning and well-being. Psychology in the Schools, 57, 171–190. https://doi.org/10.1002/pits.22311 Google Scholar
Byrne, B.M. (2010). Structural equation modeling with AMOS: basic concepts, applications, and programming (multivariate applications series). Taylor & Francis Group. https://doi.org/10.1080/10705511.2014.935842 Google Scholar
Collie, R.J., Ginns, P., Martin, A.J., & Papworth, B. (2017). Academic buoyancy mediates academic anxiety’s effects on learning strategies: An investigation of English-and Chinese-speaking Australian students. Educational Psychology, 37, 947–964. https://doi.org/10.1080/01443410.2017.1291910 CrossRefGoogle Scholar
Colmar, S., Liem, G.A.D., Connor, J., & Martin, A.J. (2019). Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: a study of mathematics and reading among primary school students. Educational Psychology, 1–22. https://doi.org/10.1080/01443410.2019.1617409 CrossRefGoogle Scholar
Dehghanizadeh, M.H., & Hoseinchari, M. (2012). Academic vitality and perception of family communication patterns, the mediating role of self-efficacy. Journal of Teach and Learn Studies, 63, 22–47. https://doi.org/10.22099/JSLI.2013.1575 Google Scholar
Feldman, D.B., & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210–216. https://doi.org/10.1016/j.lindif.2014.11.022 CrossRefGoogle Scholar
Geramipour, M., Rezaei, A., Ramwzan, S.A., & Nourouzi, L. (2016). Differential Item Functioning in examinations of National Organization of Educational Testing across demographic characteristics of Konkur candidates. Quarterly of Educational Measurement, 7, 101–122. https://doi.org/10.22054/jem.2017.11559.1336 Google Scholar
Ghadampour, E., Heidaryani, L., Barzegar-Bafroui, M., & Dehghan-Menshadi, M. (2018). The role of academic hope and perceived emotional support in predicting academic welfare, Research in Medical Education, 10, 47–57. https://doi.org/10.29252/rme.10.3.47 Google Scholar
Gilman, R., Dooley, J., & Florell, D. (2006). Relative levels of hope and their relationship with academic and psychological indicators among adolescents. Journal of Social and Clinical Psychology, 25, 166–178. https://doi.org/10.1521/jscp.2006.25.2.166 CrossRefGoogle Scholar
Kenny, D.A., Kaniskan, B., & McCoach, D.B. (2015). The performance of RMSEA in models with small degrees of freedom. Sociological Methods & Research, 44, 486–507. https://doi.org/10.1177/0049124114543236 CrossRefGoogle Scholar
Khormaee, F., & Kamari, S. (2017). Construction and examine the psychometric characteristics the Academic Hope Scale. Cognitive Strategies in Learning, 5, 15–37. https://doi.org/10.22084/J.PSYCHOGY.2017.9549.1284 Google Scholar
Kiafar, M.S., Kareshki, H., & Hashemi, F. (2014). The role of hope components and optimism on academic motivation of graduate students of Ferdowsi University and Mashhad University of Medical Sciences. Iranian Journal of Medical Education, 14, 517–526.Google Scholar
Kline, R.B. (2015). Principles and practice of structural equation modeling. Guilford Press.Google Scholar
Levi, U., Einav, M., Ziv, O., Raskind, I., & Margalit, M. (2014). Academic expectations and actual achievements: The roles of hope and effort. European Journal of Psychology of Education, 29, 367–386. https://doi.org/10.1007/s10212-013-0203-4 CrossRefGoogle Scholar
Marques, S.C., Gallagher, M.W., & Lopez, S.J. (2017). Hope-and academic-related outcomes: A meta-analysis. School Mental Health, 9, 250–262. https://doi.org/10.1007/s12310-017-9212-9 CrossRefGoogle Scholar
Martin, A.J. (2014). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84, 86–107. https://doi.org/10.1111/bjep.12007 CrossRefGoogle Scholar
Martin, A.J., & Marsh, H.W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267–282.CrossRefGoogle Scholar
Martin, A.J., & Marsh, H.W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53–83. https://doi.org/10.1016/j.jsp.2007.01.002 CrossRefGoogle ScholarPubMed
Martin, A., Colmar, S., Davey, L., & Marsh, H. (2010). Longitudinal modeling of academic buoyancy and motivation: Do the ‘5Cs’ hold up over time? British Journal of Educational Psychology, 80, 473–496. https://doi.org/10.1348/000709910X486376 CrossRefGoogle Scholar
Martin, A.J., Yu, K., Ginns, P., & Papworth, B. (2017). Young people’s academic buoyancy and adaptability: A cross-cultural comparison of China with North America and the United Kingdom. Educational Psychology, 37, 930–946. https://doi.org/10.1080/01443410.2016.1202904 CrossRefGoogle Scholar
Okpala, A., & Okpala, C. (2014). The role of school life expectancy and urbanization on adult literacy rates in sub-Saharan Africa. International Business & Economics Research Journal, 13, 329–334. https://doi.org/10.19030/iber.v13i2.8448 Google Scholar
Preacher, K.J., & Hayes, A.F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879–891. https://doi.org/10.3758/BRM.40.3.879 CrossRefGoogle ScholarPubMed
Rabiei, M. (2016). Academic buoyancy: Role of stable and unstable psychological factors. Biannual Journal of Applied Counseling, 5, 37–56. https://doi.org/10.22055/JAC.2016.12576 Google Scholar
Ramazani, M., & Khamesan, A. (2017). Psychometric characteristics of Reeve’s academic engagement questionnaire 2013: with the introduction of the agentic engagement. Quarterly of Educational Measurement, 8, 185–204. https://doi.org/10.22054/JEM.2018.22660.1555 Google Scholar
Reeve, J. (2012). A self-determination theory perspective on student engagement. In Handbook of research on student engagement (pp. 149–172). Springer. https://doi.org/10.1007/978-1-4614-2018-7_7 CrossRefGoogle Scholar
Sadat, S., & Setayeshiazhari, M. (2019). The mediation roles of academic buoyancy and humor in relationship between academic emotions and academic engagement. Education Strategies in Medical Sciences, 12, 26–40. http://edcbmj.ir/article-1-1806-en.html Google Scholar
Schreiber, J.B., Nora, A., Stage, F.K., Barlow, E.A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99, 323–338. https://doi.org/10.3200/JOER.99.6.323-338 CrossRefGoogle Scholar
Sharif Mousavi, F. (2014). Developmental Assets and academic engagement: The mediating role of academic resilience (Unpublished master’s thesis). University of Tehran. https://thesis2.ut.ac.ir/thesisinfo/ThesisPdf15PagesFiles/2015-4/280844-15Page-.pdf Google Scholar
Silverman, M.J. (2016). Effects of educational music therapy on state hope for recovery in acute care mental health inpatients: A cluster-randomized effectiveness study. Frontiers in Psychology, 7, 1569. https://doi.org/10.3389/fpsyg.2016.01569 CrossRefGoogle ScholarPubMed
Snyder, C.R., Shorey, H.S., Cheavens, J., Pulvers, K.M., Adams, V.H. III, & Wiklund, C. (2002). Hope and academic success in college. Journal of Educational Psychology, 94, 820. https://doi.org/10.1037/0022-0663.94.4.820.CrossRefGoogle Scholar
Stewart, E.B. (2007). Individual and school structural effects on African American High school students’ academic achievement. Florida State University, Center for Criminology & Public Policy Research. Google ScholarGoogle Scholar
Trautwein, U., Köller, O., Schmitz, B., & Baumert, J. (2002). Do homework assignments enhance achievement? A multilevel analysis in 7th-grade mathematics. Contemporary Educational Psychology, 27, 26–50. https://doi.org/10.1006/ceps.2001.1084 CrossRefGoogle Scholar
Wang, M.T., & Eccles, J.S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83, 877–895. https://doi.org/10.1111/j.1467-8624.2012.01745.x CrossRefGoogle ScholarPubMed
Yavari, H., Dartaj, F., & Asadzadeh, H. (2017). Effectiveness of Hope Education on Academic Liveliness of Secondary School Students. Journal of Research in Educational Systems, 10, 21–34. http://www.jiera.ir/article_49436.html Google Scholar
Zhao, X., Lynch, J.G. Jr, & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37, 197–206. https://doi.org/10.1086/651257 CrossRefGoogle Scholar