Volume 7, Issue 3 (6-2024)                   Iranian Journal of Educational Sociology 2024, 7(3): 1-9 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Almurumudhe L K A, Mahdad A, Abdulkadhim Johni A, Yousefi Z. (2024). The Mediating Role of Self-Esteem in the Relationship between Psychological Capital, Academic Engagement, and Academic Procrastination with Academic Performance among Students in Al-Diwaniyah, Iraq. Iranian Journal of Educational Sociology. 7(3), 1-9. doi:10.61838/kman.ijes.7.3.1
URL: http://iase-idje.ir/article-1-1451-en.html
1- PhD Student, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
2- Associate Professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
3- Assistant Professor, Department of, University of Al-Qadisiya, Al-Qadisiya, Iraq.
4- Assistant Professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
Abstract:   (110 Views)
Purpose: The aim of the present study was to investigate the mediating role of self-esteem in the relationship between psychological capital, academic engagement, and academic procrastination with academic performance among high school students in Al-Diwaniyah, Iraq.

Methodology: The research method was descriptive-correlational with a structural equation modeling design. Among the students of Al-Diwaniyah schools in the first semester of the 2023-2024 academic year, 250 were randomly selected using multi-stage cluster sampling, of which 194 completed the questionnaires. Data were collected using the Academic Performance Questionnaire (Pham & Taylor, 1990), the Academic Procrastination Questionnaire (Solomon & Rothblum, 1984), the Academic Engagement Questionnaire (Fredricks et al., 2004), the Psychological Capital Questionnaire (Nguyen et al., 2012), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965), and analyzed using SPSS version 26 and AMOS version 24.

Findings: The findings showed that there is a significant positive relationship between psychological capital and academic engagement with self-esteem and academic performance, and between self-esteem and academic performance (p < .01). Additionally, academic procrastination has a significant negative relationship with self-esteem and academic performance (p < .01). Furthermore, self-esteem partially mediates the relationship between psychological capital, academic engagement, and academic procrastination with academic performance.

Conclusion: Based on the findings of this study, it can be concluded that fostering self-esteem through the development of psychological capital and effective academic strategies can lead to improved academic performance.
Full-Text [PDF 858 kb]   (52 Downloads)    
Type of Study: Research Article | Subject: Special
Received: 2024/03/25 | Accepted: 2024/06/19 | Published: 2024/06/30

1. Abbasi, M., Dargahi, S., Pirani, Z., & Bonyadi, F. (2015). Role of procrastination and motivational self-regulation in predicting students' academic engagement. Iranian Journal of Medical Education, 15, 160-169. https://ijme.mui.ac.ir/article-1-3624-en.html
2. Acosta-Gonzaga, E. (2023). The Effects of Self-Esteem and Academic Engagement on University Students' Performance. Behavioral Sciences, 13(4), 348. [DOI:10.3390/bs13040348] [PMID] []
3. Amini, M., Shehni Yailagh, M., & Hajiyakhchali, A. (2020). The Causal Relationship of Psychological Capital with Psychological Well-Being and Academic Performance with the Mediating Role of Social Capital. Positive Psychology Research, 6(2), 1-16. [DOI:10.22108/ppls.2020.116114.1688]
4. Barghi Irani, Z., Begian Koole Marzi, M. J., Moradi, A., & Nejati, N. (2020). Confirmatory factor structure and psychometric characteristics of multidimensional student engagement scale (SES). Educational and Scholastic studies, 8(2), 113-142. https://pma.cfu.ac.ir/m/article_1146.html?lang=en
5. Carmona-Halty, M., Salanova, M., & Schaufeli, W. B. (2022). The strengthening starts at home: Parent-child relationships, psychological capital, and academic performance - a longitudinal mediation analysis. Current Psychology, 41(6), 3788-3796. [DOI:10.1007/s12144-020-00898-8]
6. da Costa Júnior, J. F., Bezerra, D. d. M. C., de Araújo, A. G., & Ramos, A. S. M. (2024). Anti-Procrastination Strategies, Techniques and Tools and Their Interrelation with Self-Regulation and Self-Efficacy. Journal of Education and Learning, 13(1), 72-91. [DOI:10.5539/jel.v13n1p72]
7. Enayati Shabkolai, M., Enayati Shabkalai, M., & Bagheri Dadokolai, M. (2023). The Effectiveness of Treatment based on Acceptance and Commitment on Social Adaptation, Academic Self-Regulation and Cognitive Flexibility of Students with Specific Learning Disorders. International Journal of Education and Cognitive Sciences, 4(1), 33-41. [DOI:10.61838/kman.ijecs.4.1.5]
8. Goroshit, M., & Hen, M. (2021). Academic procrastination and academic performance: Do learning disabilities matter? Current Psychology, 40(5), 2490-2498. [DOI:10.1007/s12144-019-00183-3]
9. Gumasing, M. J. J., Dahilig, J. A. V., Taw, C. A. Y., & Valeriano, C. (2022). Effects of Boredom on the Academic Engagement of Students during Online Class. Proceeding of the 7th North American International Conference on Industrial Engineering and Operations Management, Orlando, Florida, USA,
10. Hidayah, R., & Mu'awanah, E. (2020). Psycho-education for doctoral students in coping with procrastination in academics towards strengthening career. International Journal of Innovation, Creativity and Change, 13(8), 1024-1044. http://repository.uin-malang.ac.id/7161/
11. Klassen, R. M., Ang, R. P., Chong, W. H., Krawchuk, L. L., Huan, V. S., Wong, I. Y. F., & Yeo, L. S. (2010). Academic Procrastination in Two Settings: Motivation Correlates, Behavioral Patterns, and Negative Impact of Procrastination in Canada and Singapore. Applied Psychology, 59(3), 361-379. [DOI:10.1111/j.1464-0597.2009.00394.x]
12. Kuftyak, E. V. (2022). Procrastination, stress and academic performance in students. ARPHA Proceedings, 5, 965-974. [DOI:10.3897/ap.5.e0965]
13. Li, J., Han, X., Wang, W., Sun, G., & Cheng, Z. (2018). How social support influences university students' academic achievement and emotional exhaustion: The mediating role of self-esteem. Learning and Individual Differences, 61, 120-126. [DOI:10.1016/j.lindif.2017.11.016]
14. Mahdian, H., Tanhaye Reshvanloo, F., Zahmatkesh, Z., & Javidi, D. (2021). General health, psychological and social wellbeing The role of personal and occupational factors. International Journal of Education and Cognitive Sciences, 2(3), 44-50. [DOI:10.22034/injoeas.2021.161048]
15. Mahler, D., Großschedl, J., & Harms, U. (2018). Does motivation matter? - The relationship between teachers' self-efficacy and enthusiasm and students' performance. PLoS One, 13(11), e0207252. [DOI:10.1371/journal.pone.0207252] [PMID] []
16. Martínez, I. M., Youssef-Morgan, C. M., Chambel, M. J., & Marques-Pinto, A. (2019). Antecedents of academic performance of university students: academic engagement and psychological capital resources. Educational Psychology, 39(8), 1047-1067. [DOI:10.1080/01443410.2019.1623382]
17. Mohammadi, N., Darbani, S. A., & Parsakia, K. (2021). The role of psychological capital and career success in marital adjustment. International Journal of Innovation Management and Organizational Behavior (IJIMOB), 1(3), 66-78. https://journals.kmanpub.com/index.php/ijimob/article/view/318 [DOI:10.61838/kman.ijimob.1.3.6]
18. Orth, U., & Robins, R. W. (2022). Is high self-esteem beneficial? Revisiting a classic question. American psychologist, 77(1), 5-17. [DOI:10.1037/amp0000922] [PMID] []
19. Parwez, S., Khurshid, S., & Yousaf, I. (2023). Impact of Procrastination on Self-esteem of College and University Students of Khyber Pakhtunkhwa. Multicultural Education, 9(4). http://ijdri.com/me/wp-content/uploads/2023/04/4.pdf
20. Prasath, P. R., Xiong, Y., Zhang, Q., & Jeon, L. (2022). Psychological Capital, Well-being, and Distress of International Students. International Journal for the Advancement of Counselling, 44(3), 529-549. [DOI:10.1007/s10447-022-09473-1] [PMID] []
21. Ram, N., & Esmaeili Shad, B. (2018). Comparison of Academic Procrastination and Academic Engagement of Rural and Urban Students in Bojnourd City [Research Article]. Iranian Journal of Educational Sociology, 1(10), 161-170. http://iase-idje.ir/article-1-445-en.html
22. Ren, K., Chen, X., Zhang, Y., Sun, F., & Peng, F. (2023). Physical activity and academic procrastination in Chinese college students: The serial mediating roles of physical self-perceptions and self-esteem [Original Research]. Frontiers in psychology, 14. [DOI:10.3389/fpsyg.2023.1083520] [PMID] []
23. Roshanzadeh, M., Tajabadi, A., Mazhari Dehkordi, B., & Mohammadi, S. (2021). Correlations of Self-esteem and Relationship with Parents with Academic Procrastination in Students: An Analytical, Cross-Sectional Study [Research]. Iran Journal of Nursing, 34(131), 31-43. [DOI:10.52547/ijn.34.131.31]
24. Saadati, N., & Parsakia, K. (2023). The Predictive Role of Parents' Marital Relationship Quality on The Adolescents' Psychological Capital. Journal of Adolescent and Youth Psychological Studies (JAYPS), 4(8), 139-146. [DOI:10.61838/kman.jayps.4.8.16]
25. Sadat Mousavi, S., & Ebrahimi, A. (2024). Structural Model of the Effect of Psychological Capital on Innovative Behavior in Teaching: The Mediating Role of Conscientiousness Personality Trait. International Journal of Education and Cognitive Sciences, 4(4), 1-10. [DOI:10.61838/kman.ijecs.4.4.1]
26. Saeed, K. M., Ahmed, A. S., Rahman, Z. M., & Sleman, N. A. (2023). How social support predicts academic achievement among secondary students with special needs: the mediating role of self-esteem. Middle East Current Psychiatry, 30(1), 46. [DOI:10.1186/s43045-023-00316-2]
27. Salguero-Pazos, M. R., & Reyes-de-Cózar, S. (2023). Interventions to reduce academic procrastination: A systematic review. International Journal of Educational Research, 121, 102228. [DOI:10.1016/j.ijer.2023.102228]
28. Singh, L. B., Kumar, A., & Srivastava, S. (2021). Academic burnout and student engagement: a moderated mediation model of internal locus of control and loneliness. Journal of International Education in Business, 14(2), 219-239. [DOI:10.1108/JIEB-03-2020-0020]
29. Sparfeldt, J. R., & Schwabe, S. (2024). Academic procrastination mediates the relation between conscientiousness and academic achievement. Personality and individual differences, 218, 112466. [DOI:10.1016/j.paid.2023.112466]
30. Tisocco, F., & Liporace, M. F. (2023). Structural Relationships Between Procrastination, Academic Motivation, and Academic Achievement Within University Students: A Self-determination Theory Approach. Innovative Higher Education, 48(2), 351-369. [DOI:10.1007/s10755-022-09622-9]
31. Turki, M., Sahnoun, F., Guermazi, A., Elleuch, O., Bennaceur, F., Halouani, N., Ellouze, S., & Aloulou, J. (2023). Relationship between self-esteem, self-efficacy and academic procrastination among medical students. European Psychiatry, 66(S1), S554-S554. [DOI:10.1192/j.eurpsy.2023.1169] []
32. Yang, X., Liu, R.-D., Ding, Y., Hong, W., & Jiang, S. (2023). The relations between academic procrastination and self-esteem in adolescents: A longitudinal study. Current Psychology, 42(9), 7534-7548. [DOI:10.1007/s12144-021-02075-x]

Add your comments about this article : Your username or Email:

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | Iranian journal of educational sociology

Designed & Developed by : Yektaweb