Volume 7, Issue 3 (6-2024)
Iranian Journal of Educational Sociology 2024, 7(3): 1-9 |
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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
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.
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: (213 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.
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.
Keywords: academic engagement, academic procrastination, psychological capital, self-esteem, academic performance, Al-Diwaniyah, Iraq
Type of Study: Research Article |
Subject:
Special
Received: 2024/03/25 | Accepted: 2024/06/19 | Published: 2024/06/30
Received: 2024/03/25 | Accepted: 2024/06/19 | Published: 2024/06/30
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