Document Type : Research Paper
Authors
1
PhD Student of Educational Psychology, Department of Psychology, Khomein branch, Islamic Azad University, Khomein, Iran.
2
Professor, Department of Psychology, Khomein branch, Islamic Azad University, Khomein, Iran. (Corresponding Author)
3
Associate Professor, Department of Psychology, Khomein branch, Islamic Azad University, Khomein, Iran.
4
Associate Professor, Department of Psychology, Khomein branch, Islamic Azad University, Khomein, Iran
Abstract
Introduction: The aim of the present study is to provide a causal model of academic enthusiasm based on perceived academic satisfaction; It was an intermediary role in the life cycle.
Methods: The design of the current research was practical in terms of purpose, and in terms of data collection, it included quantitative studies based on the correlation approach using path analysis. The statistical population included all the students of the first and second secondary schools in Tehran in the academic year 1402-1401, and using the Karjesi-Morgan table, 300 people were selected as a sample using a multi-stage cluster random sampling method. Perceived academic satisfaction questionnaires by Ahmadi and Sheikhul-Islami (2018), Horn and Osterberg's life cycle questionnaire (1967) and Gonius and Kezo's academic enthusiasm questionnaire (2015) were used to collect data. The obtained data were analyzed using SPSS version 24 and AMOS software.
Results: The findings showed that the standard coefficients of the path of perceived academic satisfaction to life cycle (P<0.001, β=0.60), the path of perceived academic satisfaction to academic enthusiasm (P<0.001, β=0.67) ) and the standard coefficient of the path of the life cycle path to academic enthusiasm (P < 0.001, β = 0.57) is significant at the significance level of P < 0.01. Also, the findings showed that 30% of the variance of the life cycle and 42% of the variance of academic enthusiasm were explained by the current model. In addition, to investigate the significance of the mediating role of life cycle, bootstrap maximization method was used in AMOS software, and the results showed that life cycle plays a role in the relationship between perceived academic satisfaction and academic enthusiasm.
Conclusion: According to the findings of the research, managers are suggested to Therefore, according to the obtained results, it is obvious that increasing the life cycle and consequently increasing the level of perceived academic satisfaction will increase the level of academic enthusiasm in secondary school students, and it is suggested that the officials concerned with the role of the life cycle as Mediator and promoter of academic satisfaction and academic enthusiasm should be paid more attention.
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