تدوین مدل ساختاری اشتیاق تحصیلی بر اساس طرح‌واره‌های هیجانی و مهارت‌های فراشناختی با میانجی‌گری هیجان‌های تحصیلی در دانشجویان دانشگاه پیام نور

این تحقیق با هدف تدوین مدل ساختاری اشتیاق تحصیلی بر اساس طرح‌واره‌های هیجانی و مهارت‌های فرا‌شناختی با میانجی‌گری هیجان‌های تحصیلی در دانشجویان مراکز و واحدهای دانشگاه پیام‌نور استان آذربایجان غربی انجام گرفت. این مطالعه بر اساس هدف، کاربردی و از نظر شیوۀ گردآوری اطلاعات و به دلیل بررسی روابط بین متغیرها جزو مطالعات همبستگی است. جامعۀ آماری این پژوهش شامل تمام دانشجویان در حال تحصیل در مراکز و واحدهای دانشگاه پیام‌نور استان آذربایجان غربی بوده که تعداد آنها تقریباً 9000 نفر است. به دلیل استفاده از روش معادلات ساختاری از این جامعه، نمونه‌ای به حجم 647 نفر انتخاب و برای تحلیل داده‌ها از نرم‌افزارهای spss 27 و smartpls4 استفاده شد. جهت سنجش متغیرها از پرسش‌نامه‌های اشتیاق تحصیلی فردریکز و همکاران (2004)، طرح‌واره‌های هیجانی لیهی (2009)، مهارت‌های فراشناختی ولز و کارترایت (1997) و هیجان‌های پیشرفت پکران و همکاران (2005) استفاده شد. شاخص برازش مدل استخراج و مدل پژوهش تایید شد. همچنین طرح‌وارۀ هیجانی مثبت، فراشناخت و هیجان‌های پیشرفت مثبت به‌صورت مستقیم اشتیاق تحصیلی دانشجویان را پیش‌بینی نمودند (0/05≥p). نتایج این پژوهش شامل تلویحاتی به دانشگاه‌ها و مراکز آموزشی عالی در زمینۀ اشتیاق تحصیلی است.

compiling a structural model of academic engagement based on emotional schemas and metacognitive skills with the mediation of academic emotions in students of payame noor university

this research was conducted to compile a structural model of academic engagement based on emotional schemas and metacognitive skills mediated by academic emotions among students of payame noor university branches in west azerbaijan province, iran. this is an applied study in terms of objectives, and correlational in terms of data collection method and because it investigates the relationships between some variables. the statistical population consisted of approximately 9000 students at payame noor university branches in west azerbaijan province. since structural equation modeling was to be conducted, a sample of 647 students were selected out of this population, and spss 27 and smartpls 4 software were used to analyze the data. these variables were assessed using the school engagement questionnaire by fredricks et al. (2004), leahy’s (2009) emotional schemas, wells and cartwright’s (1997) metacognitions questionnaire, and packran et al.’s (2005) achievement emotions questionnaire. the model fit index was extracted and the fit of the research model was confirmed. also, positive emotional schema, metacognition, and positive achievement emotions directly predicted the students’ academic engagement (p ≤ 0.05). the results of this study have implications for universities and higher education centers in the field of academic engagement.introductionengagement refers to the quantity and quality of students’ physical and mental energy invested during their school years (zhang et al., 2018). academic engagement refers to the engagement with academic activities, and is a multidimensional construct encompassing behavioral, emotional (motivational), and cognitive engagement (zeff et al., 2011). academic engagement greatly impacts students’ individual success (zigler updenaker, 2018) and can affect their performance (klausen boutilier, 2017). the factors affecting students’ academic engagement include emotional schemas, metacognitive skills, and academic emotions. figure 1 shows the hypothesized research model and possible factors affecting students’ academic engagement at payame noor university.methodologythe present study is applied in terms of objectives, is cross-sectional in terms of data collection time, and correlational in terms of the method of data collection and since it examines the relationships between the variables. the statistical population of this study consisted of all the students (n=9000) studying in all the branches and units of payame noor university in west azerbaijan province in the winter semester of 2021-2022. to estimate the sample size for structural equations, the schumacher and lomax (2016) approach was used, namely the ratio of participants to the number of model parameters. considering a 1:20 ratio, 20 participants (students) were allocated for each parameter. to measure the variables, fredricks et al.’s (2004) school engagement questionnaire, leahy’s (2009) emotional schemas, wells and cartwright’s (1997) metacognitions questionnaire, and pekran, goetz, and perry’s (2005) achievement emotions questionnaire were used. spss software version 27 and smartpls 4 software were used to analyze the data.resultsafter removing incomplete or distorted questionnaires, 528 remained for final analysis. of these respondents, 446 were girls (84.5%) and 82 were boys (15.5%). as for educational level, 490 (92.8%) were studying at the undergraduate level and 38 (7.2%) at the master’s level. in this study, structural equation modeling was used to evaluate the model. the results indicated that all the variables under study have sufficient validity. the results also demonstrated the appropriate predictive power of the research model and confirmed the structural model’s good fit. figure 2 and table 1 persent the significance coefficient and the results of the relationships proposed in the research model. according to the model, the impact coefficients of the metacognition variables, positive emotional schemas, negative emotional schemas, positive achievement emotions, and negative achievement emotions on academic engagement are significant. in figure 2, the number inside the circle is the explained variance of the variables of academic engagement and positive and negative achievement emotions, which were 0.423, 0.269, and 0.529, respectively. this means that 42.3% of the changes in the students’ academic engagement in this study are explained by the variables of metacognition, positive and negative emotional schemas, and positive and negative achievement emotions.the results in table 1 confirmed the significance of all the paths (except paths 5 and 8).discussion and conclusionthe results obtained by sayal and pravin (2024), tan et al. (2021), and carmona-hulti et al. (2021) support this model. individuals with positive emotional schemas are more inclined to succeed in their education and interact better with educational challenges. in particular, positive emotions help students have higher motivation and energy to continue their path when facing academic difficulties. this increases the desire to learn and promotes academic engagement. psychological theories, such as the agency and autonomy theories (ryan deci, 2000), also show that people with positive emotional schemas focus more on their growth and progress, and this focus leads to increased academic engagement.holding educational workshops for families to familiarize them with their children’s academic needs and teaching them skills to control negative emotions and express positive emotions can be effective in this area. universities and educational centers are recommended to design programs to teach students emotion management skills and strengthen their positive emotional schemas. providing opportunities to increase self-confidence and self-efficacy, especially in academic and professional fields, can help reduce negative achievement emotions and increase positive achievement emotions. the researchers recommend investigating the role of mediating variables, such as self-efficacy, intrinsic motivation, and stress level, in the relationship between metacognition and emotions in this field of research. also, factors related to academic engagement, such as self-determination, self-organization, self-criticism, self-efficacy, and self-acceptance, should be further studied.