The Relationship Between The Teacher's Perceived Support And Achievement Motivation With An Emphasis on Self-Efficacy And Academic Optimism In School

Document Type : Quantitative Research Paper

Authors

1 Abdullah Mahmoudkhani is a PhD student in the field of educational psychology, Sanandaj branch. Sanandaj, Iran.

2 Yahya Yarahamdi, Assistant Professor, Department of Educational Psychology, Azad University, Sanandaj branch. Sanandaj, Iran

3 Assistant Professor, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.

Abstract

Nowadays, the role of motivation is important in all activities, including education and achieving academic progress, and it is necessary to analyze it. Therefore, the purpose of this study was to examine the causal model of academic motivation based on perceived teacher support and academic optimism, the mediating role of academic self-efficacy and the effectiveness of the educational program derived from the model on students' academic engagement. As the results showed, the level of academic achievement motivation, perceived teacher support, academic optimism, academic self-efficacy and academic involvement of girls was slightly higher than that of boys, but this difference was not statistically significant. Also, from the students' point of view, the teacher's perceived support on the motivation to progress and academic self-efficacy; Academic optimism affects the motivation to progress and academic self-efficacy affects the academic motivation of students. The research method in this combined article includes; The descriptive method is of correlation type and it is a semi-experimental method with a pre-test-post-test design with a control group.The result of this research contains the statement of the relationship between students' academic motivation based on perceived social support and academic optimism with automatic mediation, which all these factors lead to the explanation of effective academic engagement

Keywords

References

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School Administration
Volume 10, Issue 4 - Serial Number 22
February 2023
Pages 90-108

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History

  • Receive Date: 10 August 2022
  • Revise Date: 11 April 2023
  • Accept Date: 11 February 2023

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