The Effect of Personal Best Goals and Social-Emotional Learning on Academic Engagement through the Mediation of Academic Buoyancy: Developing and Presenting a Structural Model in Iranian Adolescents

This study explored the potential relationship between personal best goals and social-emotional learning with academic engagement. Also, the mediating role of academic buoyancy was tested in these relationships. The participants were 350 high school students in Ahvaz who were selected by multi-stage...

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Autores principales:	Kamyar Azemi, Manijeh Shehni Yailagh, Morteza Omidian
Formato:	article
Lenguaje:	FA
Publicado:	Alzahra University 2021
Materias:	personal best goals social-emotional learning academic buoyancy academic engagement Education L Education (General) L7-991
Acceso en línea:	https://doaj.org/article/73254abd1b494354b1af2b83f66826ea
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spelling	oai:doaj.org-article:73254abd1b494354b1af2b83f66826ea2021-11-19T05:58:46ZThe Effect of Personal Best Goals and Social-Emotional Learning on Academic Engagement through the Mediation of Academic Buoyancy: Developing and Presenting a Structural Model in Iranian Adolescents10.22051/JONTOE.2021.31205.30361735-448X2476-7654https://doaj.org/article/73254abd1b494354b1af2b83f66826ea2021-07-01T00:00:00Zhttps://jontoe.alzahra.ac.ir/jufile?ar_sfile=143613&lang=enhttps://doaj.org/toc/1735-448Xhttps://doaj.org/toc/2476-7654This study explored the potential relationship between personal best goals and social-emotional learning with academic engagement. Also, the mediating role of academic buoyancy was tested in these relationships. The participants were 350 high school students in Ahvaz who were selected by multi-stage cluster sampling method and completed the instruments of the best personal goals, socio-emotional competencies, academic buoyancy and academic engagement. The validity and reliability of the instruments were confirmed by confirmatory factor analysis and Cronbach's alpha coefficient. The results of structural equation modeling showed that the best personal goals and socio-emotional learning to have a direct and significant effect on academic engagement. Moreover, the findings indicate that academic buoyancy has a direct and positive relationship with academic engagement. In addition, academic buoyancy played a significant mediating role in the relationship between the best personal goals and socio-emotional learning with students' academic engagement. In general, the results indicate that the best personal goals and socio-emotional learning directly and through the mediation of academic buoyancy can help increase the academic engagement of adolescent students. Educational and practical implications are discussed.Kamyar Azemi Manijeh Shehni YailaghMorteza OmidianAlzahra Universityarticlepersonal best goalssocial-emotional learningacademic buoyancyacademic engagementEducationLEducation (General)L7-991FAاندیشه‌های نوین تربیتی, Vol 17, Iss 2, Pp 179-201 (2021)
institution	DOAJ
collection	DOAJ
language	FA
topic	personal best goals social-emotional learning academic buoyancy academic engagement Education L Education (General) L7-991
spellingShingle	personal best goals social-emotional learning academic buoyancy academic engagement Education L Education (General) L7-991 Kamyar Azemi Manijeh Shehni Yailagh Morteza Omidian The Effect of Personal Best Goals and Social-Emotional Learning on Academic Engagement through the Mediation of Academic Buoyancy: Developing and Presenting a Structural Model in Iranian Adolescents
description	This study explored the potential relationship between personal best goals and social-emotional learning with academic engagement. Also, the mediating role of academic buoyancy was tested in these relationships. The participants were 350 high school students in Ahvaz who were selected by multi-stage cluster sampling method and completed the instruments of the best personal goals, socio-emotional competencies, academic buoyancy and academic engagement. The validity and reliability of the instruments were confirmed by confirmatory factor analysis and Cronbach's alpha coefficient. The results of structural equation modeling showed that the best personal goals and socio-emotional learning to have a direct and significant effect on academic engagement. Moreover, the findings indicate that academic buoyancy has a direct and positive relationship with academic engagement. In addition, academic buoyancy played a significant mediating role in the relationship between the best personal goals and socio-emotional learning with students' academic engagement. In general, the results indicate that the best personal goals and socio-emotional learning directly and through the mediation of academic buoyancy can help increase the academic engagement of adolescent students. Educational and practical implications are discussed.
format	article
author	Kamyar Azemi Manijeh Shehni Yailagh Morteza Omidian
author_facet	Kamyar Azemi Manijeh Shehni Yailagh Morteza Omidian
author_sort	Kamyar Azemi
title	The Effect of Personal Best Goals and Social-Emotional Learning on Academic Engagement through the Mediation of Academic Buoyancy: Developing and Presenting a Structural Model in Iranian Adolescents
title_short	The Effect of Personal Best Goals and Social-Emotional Learning on Academic Engagement through the Mediation of Academic Buoyancy: Developing and Presenting a Structural Model in Iranian Adolescents
title_full	The Effect of Personal Best Goals and Social-Emotional Learning on Academic Engagement through the Mediation of Academic Buoyancy: Developing and Presenting a Structural Model in Iranian Adolescents
title_fullStr	The Effect of Personal Best Goals and Social-Emotional Learning on Academic Engagement through the Mediation of Academic Buoyancy: Developing and Presenting a Structural Model in Iranian Adolescents
title_full_unstemmed	The Effect of Personal Best Goals and Social-Emotional Learning on Academic Engagement through the Mediation of Academic Buoyancy: Developing and Presenting a Structural Model in Iranian Adolescents
title_sort	effect of personal best goals and social-emotional learning on academic engagement through the mediation of academic buoyancy: developing and presenting a structural model in iranian adolescents
publisher	Alzahra University
publishDate	2021
url	https://doaj.org/article/73254abd1b494354b1af2b83f66826ea
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The Effect of Personal Best Goals and Social-Emotional Learning on Academic Engagement through the Mediation of Academic Buoyancy: Developing and Presenting a Structural Model in Iranian Adolescents

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