Volume 3, Issue 1 (spring-summer 2016)                   DSME 2016, 3(1): 49-59 | Back to browse issues page

XML Persian Abstract Print

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

Allipour Birgani S, Shehni Yailagh M, sahaghi H. The causal relationship between teacher affective support with performance in English using the mediation of sense of belonging, enjoyment, Hopelessness, self-efficacy, and academic effort. DSME 2016; 3 (1) :49-59
URL: http://dsme.hums.ac.ir/article-1-116-en.html
Abstract:   (5089 Views)

Introduction: The purpose of the present research was the study of the causal relationship between teacher affective supports with performance in English using the mediation of sense of belonging, academic enjoy, academic Hopelessness, academic self-efficacy, and academic effort among first grade of high school students in Ahwaz.

Methods: The participants were 180 male students of first grade high school in Ahvaz who were selected using multistage random sampling method. The instruments used in the research was teacher affective support, sense of belonging to school, academic effort scale Sakiz's, subscales of academic hopelessness and academic enjoyment of Pekrun's achievement emotions questionnaire, and Patrick, Hix, and Ryan's academic self-efficacy questionnaire. The evaluation of the proposed model was carried out using path analysis method. Bootstrap (Amos-18) was used to examine direct and indirect relationships.

Results: The results showed that the exogenous variable of teacher affective support was not directly significant with the endogenous variable performance in English but it was significant with the mediation of academic enjoyment, and academic hopelessness. Also, an indirect significant relationship found between sense of belonging to school and academic effort with the mediation of academic self-efficacy and academic hopelessness. Better evaluation obtained by elimination of insignificant paths of teacher affective support to performance in English, of sense of belonging to academic enjoyment, perceived teacher affective support for academic hopelessness, academic Hopelessness to English performance, and perceived teacher affective support for academic self-efficacy.

Conclusion: The findings of this study, emotional structures, motivation and learning are effective in improving academic achievement in English.

Full-Text [PDF 2027 kb]   (2323 Downloads)    
Type of Study: Orginal | Subject: Special
Received: 2016/08/9 | Accepted: 2016/10/1 | Published: 2016/10/19

Tables [PDF 426 KB]  (124 Download)
Add your comments about this article : Your username or Email:

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