Developing a model for students' academic progress through executive functions, psychological capital and academic engagement

Khalili, Turan; Zareie, Heydar Ali; Mirhashmi, Malek

doi:10.22038/mjms.2022.67846.4019

Developing a model for students' academic progress through executive functions, psychological capital and academic engagement

Document Type : Research Paper

Authors

Turan Khalili ¹

Heydar Ali Zareie ²

Malek Mirhashmi ³

¹ PhD student in Educational Psychology, Department of Psychology, Qom Branch, Islamic Azad University, Qom, Iran.

² Assistant Professor, Department of Psychology, Khoi Branch, Islamic Azad University, Khoi, Iran (corresponding author)

³ Associate Professor, Department of Psychology, Roudhen Branch, Islamic Azad University, Roudhen, Iran

10.22038/mjms.2022.67846.4019

Abstract

The purpose of this research was to develop a model for students' academic progress through executive functions, psychological capital and academic engagement. The current research is based on the correlation method, and in the group of non-experimental causal designs, it is based on the path analysis method, which examines the non-experimental causal relationships through correlation between them. The statistical population of the research included all the sixth grade elementary school girls of public schools in the 4th education region of Tehran in the academic year of 1400-1401. Sample size based on Morgan's table, 240 students were selected by random cluster sampling method. The research tools included the behavioral rating questionnaire of executive functions (BRIEF), the psychological capital questionnaire of Luthans and Olive (2007), the academic engagement questionnaire and the academic progress questionnaire of Pham and Taylor (1994). The results obtained using structural equation modeling showed that in the whole sample, all path coefficients between variables were statistically significant. In this model, the effect of executive functions, psychological capital and academic involvement (exogenous variable) on academic progress (endogenous variable) was positive and significant.

Keywords

Academic achievement

executive functions

psychological capital and academic involvement

Subjects