دانشگاه الزهرا

  اخبار و اعلانات

 آمار

تعداد نشریات25
تعداد شماره‌ها957
تعداد مقالات7,897
تعداد مشاهده مقاله13,336,354
تعداد دریافت فایل اصل مقاله9,469,098
Taheri, Hamideh, Kaboodi, Mahnaz, Nasr, Mohammadreza. (1402). The Mediating Role of Cognitive Engagement in the Relationship Between Achievement Goals and Academic Burnout among Iranian EFL Learners. جلوه هنر, 7(3), 149-178. doi: 10.22051/lghor.2022.39129.1625
Hamideh Taheri; Mahnaz Kaboodi; Mohammadreza Nasr. "The Mediating Role of Cognitive Engagement in the Relationship Between Achievement Goals and Academic Burnout among Iranian EFL Learners". جلوه هنر, 7, 3, 1402, 149-178. doi: 10.22051/lghor.2022.39129.1625
Taheri, Hamideh, Kaboodi, Mahnaz, Nasr, Mohammadreza. (1402). 'The Mediating Role of Cognitive Engagement in the Relationship Between Achievement Goals and Academic Burnout among Iranian EFL Learners', جلوه هنر, 7(3), pp. 149-178. doi: 10.22051/lghor.2022.39129.1625
Taheri, Hamideh, Kaboodi, Mahnaz, Nasr, Mohammadreza. The Mediating Role of Cognitive Engagement in the Relationship Between Achievement Goals and Academic Burnout among Iranian EFL Learners. جلوه هنر, 1402; 7(3): 149-178. doi: 10.22051/lghor.2022.39129.1625

The Mediating Role of Cognitive Engagement in the Relationship Between Achievement Goals and Academic Burnout among Iranian EFL Learners

Journal of Language Horizons
مقاله 7، دوره 7، شماره 3 - شماره پیاپی 17، اسفند 2023، صفحه 149-178    اصل مقاله (596.7 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2022.39129.1625
نویسندگان
Hamideh Taheri1؛ Mahnaz Kaboodi2؛ Mohammadreza Nasr* 3
1Department of English language, Bushehr Branch, Islamic Azad University, Bushehr, Iran
2Department of Educational Sciences, Farhangian Teacher Education University, Tehran, Iran
3Department of Education, National Iranian Oil Company
چکیده
Notwithstanding the saliency of cognitive engagement, achievement goals, and academic burnout in the learning process, their triple interaction has been underresearched. Thus, the current study aimed to test a structural model of cognitive engagement, achievement goals, and burnout and specifically to investigate the hypothesis that cognitive engagement mediates the effect of achievement goals on burnout. To this end, a total of 384 advanced Iranian EFL learners from different private English language teaching institutes in the cities of Shiraz and Bushehr were selected based on the convenience sampling method. The participants of the study were requested to complete three adapted and validated Likert scale instruments on cognitive engagement, the modified version of the Maslach Burnout Inventory-Student Survey, and achievement goals entailing 12, 10, and 12 items, respectively. The Structural Equation Modeling (SEM) approach was carried out to test the hypothesized model of the study. The results of Confirmatory Factor Analysis (CFA) confirmed that the three instruments well fitted the data of the study. Also, the goodness-of-fit indices indicated a good model fit. Likewise, the findings of path analyses demonstrated that achievement goals negatively affected burnout and positively impacted cognitive engagement. Further, cognitive engagement was found to partially mediate the relationship between achievement goals and burnout. The findings of the present study may hold substantial theoretical and practical implications for EFL teachers, syllabus designers, and educational policymakers.
کلیدواژه‌ها
academic burnout؛ achievement goals؛   cognitive engagement؛ EFL learners؛ SEM
عنوان مقاله [English]
نقش میانجی درگیری شناختی در رابطه بین اهداف پیشرفت وفرسودگی تحصیلی در بین زبان آموزان ایرانی: رویکرد مدل سازی معادلات ساختاری
نویسندگان [English]
حمیده طاهری1؛ مهناز کبودی2؛ محمدرضا نصر3
1استاد یار زبان انگلیسی ، گروه آموزش زبان انگلیسی، دانشگاه ازاد اسلامی واحد بوشهر، بوشهر،ایران
2استاد یار گروه آموزشی علوم تربیتی، دانشگاه فرهنگیان ، تهران ،ایران
3مدرس زیان انگلیسی ، اداره آموزش، شرکت ملی نفت ایران
چکیده [English]
علیرغم نقش مهم درگیری شناختی، اهداف پیشرفت و فرسودگی تحصیلی در فرآیند یادگیری، تعامل سه گانه آنها کمتر مورد تحقیق قرار گرفته است. از اینرو، این مطالعه با هدف آزمون مدل ساختاری درگیری شناختی، اهداف پیشرفت و فرسودگی تحصیلی و به طور خاص بررسی این فرضیه که آیا درگیری شناختی تأثیر اهداف پیشرفت بر فرسودگی تحصیلی را میانجی گری می کند، انجام گرفت. در مجموع 384 زبان‌آموز ایرانی با سطح زبان انگلیسی پیشرفته از موسسات خصوصی آموزش زبان انگلیسی مختلف در شهرهای شیراز و بوشهر بر اساس روش نمونه‌گیری در دسترس برای تکمیل سه پرسشنامه معتبربا مقیاس لیکرت شامل درگیری شناختی، نسخه اصلاح شده پرسشنامه فرسودگی تحصیلی ماسلاخ و اهداف پیشرفت انتخاب شدند.این سه پرسشنامه به ترتیب شامل 12، 10 و 12 گویه می باشد.  در این مطالعه از روش مدل سازی  ساختاری  برای ازمون مدل فرضی استفاده شد. نتایج تحلیل عاملی تاییدی حاکی از آن بود که ابزارهای تحقیق به خوبی با داده های مطالعه برازش دارد.همچنین، شاخص‌های برازش نشان‌دهنده برازش خوب مدل فرضی بود. یافته‌های تحلیل مسیرنیز نشان داد که اهداف پیشرفت بر فرسودگی تحصیلی تأثیر منفی می‌گذارد و تأثیر مثبتی بر تعامل شناختی دارد. علاوه بر این، درگیری شناختی به طور جزیی رابطه بین اهداف پیشرفت و فرسودگی تحصیلی را میانجی گری می کند.  یافته های این پژوهش  ممکن است مفاهیم نظری و عملی قابل توجهی برای معلمان زبان انگلیسی، طراحان برنامه درسی و سیاست گذاران آموزشی داشته باشد.
کلیدواژه‌ها [English]
درگیری شناخت, اهداف بیشرفت, فرسودگی تحصیلی, زبان آموزان, مدل سازی معادلات ساختار
مراجع
  1. Akbaslı, S., Arastman, G., Gün, F., & Turabik, T. (2019). School engagement as a predictor of burnout in university students. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45 (45), 293-309. https://doi.org/10.9779/PUJE.2018.234
  2. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261. https://doi.org/10.1037/0022-0663.84.3.261
  3. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivational processes. Journal of Educational Psychology, 80 (3), 260-267. https://doi.org/10.1037/0022-0663.80.3.260
  4. Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44(5), 427-445. https://doi.org/10.1016/j.jsp.2006.04.002
  5. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. https://doi.org/10.1037/0022-3514.51.6.1173
  6. Bresó, E., Salanova, M., & Schaufeli, W. B. (2007). In search of the “third dimension” of burnout: Efficacy or inefficacy? Applied Psychology, 56(3), 460-478. https://doi.org/10.1111/j.1464-0597.2007.00290.x
  7. Brown, T. A. (2006). Confirmatory factor analysis for applied research. Guilford publications.
  8. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Sage.
  9. Byrene, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (multivariate applications series). Taylor & Francis Group.
  10. Cam, Z., Deniz, K. Z., & Kurnaz, A. (2014). School burnout: Testing a structural equation model based on perceived social support, perfectionism, and stress variables. Egitim ve Bilim, 39, 310-325Duru, E., Duru,S. , & Balkis. M. 2014. Analysis of relationships among burnout, academic achievement, and self-regulation. Educational Sciences: Theory and Practice 14 (4): 1274-1284. https://doi.org/10.12738/estp.2014.4.2050
  11. Dweck, C., & Elliot, A. (1983). Achievement motivation. In E. M. Hetherington (Ed.), Socialization, personality, and social development. Wiley.
  12. Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613. https://doi.org/10.1037/0022-0663.100.3.613
  13. Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
  14. Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education with PowerWeb (6th ed.). McGraw-Hill.
  15. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59- 109. https://doi.org/10.3102/00346543074001059
  16. Glanville J.I, Wildhagen T. (2007). The measurement of school engagement: Assessing dimensionality and measurement invariance across race and ethnicity. Educational & Psychological Measurement, 67(6), 1019-1041. https://doi.org/10.1177/0013164406299126 
  17. Greene, B. A. (2015). Measuring cognitive engagement with self-report scales: Reflections from over 20 years of research. Educational Psychologist, 50(1), 1-17. https://doi.org/10.1080/00461520.2014.989230
  18. Greene, B. A., & Miller, R. B. (1996). Influences on achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21(2), 181-192. https://doi.org/10.1006/ceps.1996.0015
  19. Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29(4), 462-482.
  20. Gunuc, S., & Kuzu, A. (2015). Student engagement scale: Development, reliability, and validity. Assessment & Evaluation in Higher Education, 40(4), 587-610. https://doi.org/10.1080/02602938.2014.938019
  21. Hair, J., Anderson, R., Tatham, R. and Black, W. (1998) Multivariate data analysis.Prentice-Hall.
  22. Hair, J. F., Black, W. B., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis . Pearson Education, Inc.
  23. Hair Jr, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). SAGE Publications, Incorporated.
  24.  Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94 (3), 638-645  https://doi.org/10.1037/0022-0663.94.3.638
  25. Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408-420. https://doi.org/10.1080/03637750903310360
  26. Helme, S., & Clarke, D. (2001). Identifying cognitive engagement in the mathematics classroom. Mathematics Education Research Journal, 13(2), 133-153. https://doi.org/10.1007/BF03217103
  27. Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. The California School Psychologist, 8(1), 7-27. https://doi.org/10.1007/BF03217103
  28. Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19(2), 141-184. https://doi.org/10.1007/s10648-006-9012-5
  29. King, R. B., McInerney, D. M., & Watkins, D. A., (2012). Studying for the sake of others: The role of social goals on academic engagement. Educational Psychology, 32(6), 749-776. https://doi.org/10.1080/01443410.2012.730479
  30. Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd eds.). The Guilford Press
  31. Koushafar, A. A., Hassani Zangbar, N., & Sattari, Y. (2014). The relationship between learning styles and goal orientation with academic burnout of Bostanabad high school students in 2012-2013. Journal of Instruction and Evaluation, 7(27), 55-66.
  32. Krejcie, R.V. and Morgan, D.W. (1970) Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610. https://doi.org/10.1177/001316447003000308
  33. Leiter, M. P., & Maslach, C. (1988). The impact of interpersonal environment on burnout and organizational commitment. Journal of Organizational Behavior, 9 (4), 297-308.  https://doi.org/10.1002/job.4030090402
  34. Linnenbrink, E. A. (2005). The dilemma of performance-approach Goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97(2), 197.  https://doi.org/10.1037/0022-0663.97.2.197
  35. MacIntyre, P. D., Gregersen, T., & Mercer, S. (Eds.) (2016). Positive psychology in SLA. Multilingual Matters.
  36. Madigan, D. J., & Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33(2), 387-405. https://doi.org/10.1007/s10648-020-09533-1
  37. Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: The past, present, and future. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 77-104). Routledge.
  38. Mahatmya, D., Lohman, B. J., Matjasko, J. L., & Farb, A. F. (2012). Engagement across developmental periods. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 45-63). Springer.
  39. Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46(1), 53-83. https://doi.org/10.1016/j.jsp.2007.01.002
  40. Martin, A.J. (2008) Enhancing student motivation and engagement: The effects of a multidimensional intervention, Contemporary Educational Psychology, 33 (4), 239-269. https://doi.org/10.1016/j.cedpsych.2006.11.003
  41. Martin, A. J., & Liem, G. A. D. (2010). Academic personal bests (PBs), engagement, and achievement: A cross-lagged panel analysis. Learning and Individual Differences, 20(3), 265-270. https://doi.org/10.1016/j.lindif.2010.01.001
  42. Maslach, C. (1982). Burnout: The cost of caring.  Prentice-Hall.
  43. Maslach, C. (1993). Burnout: A multidimensional perspective. In W. B. Schaufeli, C. Maslach, & T. Marek (Eds.), Professional burnout: Recent developments in theory and research (pp. 19-32). Taylor and Francis.
  44. Maslach, C. (2015). Psychology of burnout. International Encyclopedia of the Social and Behavioral Sciences, 2(2), 929-932.Maslach, C., Jackson, S. E., Leiter, M. P., Schaufeli, W. B., & Schwab, R. L. (1986). Maslach burnout inventory (Vol. 21, pp. 3463-3464). Consulting psychologists press.Maslach, C., & Leiter, M. P. (2008). Early predictors of job burnout and engagement. Journal of Applied Psychology, 93(3), 498-512.  https://doi.org/10.1037/0021-9010.93.3.498
  45. Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.  https://doi.org/10.1037/0022-0663.80.4.514
  46. Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal
    of School Psychology, 44    , 351-373. https://doi.org/10.1016/j.jsp.2006.04.004
  47. Maehr, M. L., & Nicholls, J. G. (1980). Culture and achievement motivation: A second look. Studies in Cross-Cultural Psychology, 2, 221-267. https://doi.org/10.1037/h0037521
  48. Mehrdadian, P., Rabiei, M., & Khosrorad, R. (2021). Fitting a model to students' cognitive engagement: A step towards accountable education in medical education. Propósitos y Representaciones, 9(SPE2), 1052.
  49. Metallidou, P & Viachou, A. (2007). Motivational beliefs, cognitive engagement, and achievement in language and mathematics in elementary school children. International Journal of Psychology, 42(1), 2-15. https://doi.org/10.1080/00207590500411179
  50. Mirhassani, A., Akbari, R., & Dehghan, M. (2007). The relationship between Iranian EFL learners' goal-oriented and self-regulated learning and their language proficiency. Teaching English Language, 1(2), 117-137.
  51. Moghimi, M. (2020). Exploring the preferred achievement goal orientation of Iranian EFL learners and its relationship with learning strategies and academic achievement. Journal of Foreign Language Teaching and Translation Studies, 5(1), 67-84. https://doi.org/10.22034/EFL.2020.225324.1028
  52. Molinari, L., & Grazia, V. (2021). Students’ school climate perceptions: Do engagement and burnout matter? Learning Environments Research,26(1), 1-18. https://doi.org/10.1007/s10984-021-09384-9
  53. Moneta, G. B. (2011). Need for achievement, burnout, and intention to leave: Testing an occupational model in educational settings. Personality and Individual Differences, 50(2), 274-278. https://doi.org/10.1016/j.paid.2010.10.002
  54. Mostert, K., Pienaar, J., Gauche, C., & Jackson, L. T. B. (2007). Burnout and engagement in university students: A psychometric analysis of the MBI-SS and UWES-S. South African Journal of Higher Education, 21(1), 147-162.
  55. Murayama, K., & Elliot, A. J. (2009). The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. Journal of Educational Psychology, 101(2), 432. https://doi.org/10.1037/a0014221
  56. Naghsh, Z., Khavak, Z. (2016). The study student‘s academic burnout according to predictors core self-evaluation and achievement goal orientation. Journal of Applied Psychological Research, 6(4), 145-158. https://doi.org/10.22059/JAPR.2017.63705
  57. Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5(4), 269-287. https://doi.org/10.1207/s1532690xci0504_2
  58. Oyoo, S., Mwaura, P., Kinai, T., & Mutua, J. (2020). Academic burnout and academic achievement among secondary school students in Kenya. Education Research International.
  59. Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36, 50 –72. https://doi.org/ 10.1017/S0267190515000094
  60. Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S. L. Christenson, A. L. Reschly & C. Wylie (Eds.), Handbook of research on student engagement (pp. 365-386). Springer.
  61. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekarts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation: Theory, research, and applications (pp. 451–502). Academic Press.
  62. Poorgholamy, F., Kazemi, S., Barzegar, M., & Sohrabi, N. (2020). Predicting academic burnout based on achievement goals and self-regulated learning. Iranian Evolutionary and Educational Psychology Journal, 2(1), 13-23. https://doi.org/10.29252/ieepj.2.1.13
  63. Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior research methods, 40(3), 879-891. https://doi.org/10.3758/BRM.40.3.879
  64.     Ramshe, M. H., Ghazanfari, M., & Ghonsooly, B. (2019 ). The role of personal best goals EFL learners' behavioral, cognitive, and emotional engagement. International Journal of Instruction, 12(1), 1627-1638.
  65. Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149-172). Springer.
  66. Rostami, Z., Abedi, M. R., Schaufeli, W., Ahmadi, A., & Sadeghi, A. H. (2013). The psychometric characteristics of the Maslach Burnout Inventory–Student Survey–among students of Isfahan University. Zahedan Journal of Research in Medical Sciences, 15, 29-33.
  67. Ruishi, W., Sidhu, G. K., & Muthukrishnan, P. (2021). The relationship between achievement goal orientations and language performance of secondary school EFL learners in China. International Journal of Academic Research in Business and Social Sciences, 11(7), 139-149.
  68. Salkind, N. J. (2007). Encyclopedia of measurement and statistics. Sage Publications.
  69. Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. (2009). School Burnout Inventory (SBI) reliability and validity. European Journal of Psychological Assessment, 25(1), 48-57. https://doi.org/10.1027/1015-5759.25.1.48
  70. Schaufeli, W. B., Martinez, I. A., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002a). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71-92.
  71. Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002b). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33, 464-481. https://doi.org/10.1177/0022022102033005003
  72. Schaufeli, W. B., & Taris, T. W. (2005). The Conceptualization and measurement of burnout: Common ground and worlds apart. Work & Stress 19 (3): 256–262 https://doi.org/10.1080/02678370500385913
  73. .Sedaghat, M., Abedin, A., Hejazi, E., & Hassanabadi, H. (2011). Motivation, cognitive engagement, and academic achievement. Procedia-Social and Behavioral Sciences, 15, 2406-2410. https://doi.org/10.1016/j.sbspro.2011.04.117
  74. Sideridis, G. D. (2005). Goal orientation, academic achievement, and depression: Evidence in favor of a revised goal theory framework. Journal of Educational Psychology, 97(3), 366.  https://doi.org/10.1037/0022-0663.97.3.366
  75. Sutherland, S. D. (2010). Student and teacher perceptions of student engagement (Unpublished doctorate dissertation), Toronto University.
  76. Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5, pp. 481-498). Pearson.
  77. Usan Supervia, P., & Salavera Bordas, C. (2020). Burnout, goal orientation and academic performance in adolescent students. International Journal of Environmental Research and Public Health, 17(18), 6507. https://doi.org/10.3390/ijerph17186507
  78. Virtanen, T. E., N. Kiuru, M.-K. Lerkkanen, A.-M. Poikkeus, and M. Kuorelahti. (2016). Assessment of student engagement among junior high school students and associations with self-esteem, burnout, and academic achievement. Journal for Educational Research Online, 8 (2), 136–157. https://doi.org/ 10.25656/01:12430
  79. Virtanen, T. E., Lerkkanen, M. K., Poikkeus, A. M., & Kuorelahti, M. (2018). Student engagement and school burnout in Finnish lower-secondary schools: Latent profile analysis. Scandinavian Journal of Educational Research, 62(4), 519-537. https://doi.org/10.1080/00313831.2016.1258669
  80. Walker, C., O. Greene, B.A &. Mansell, R.A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning & Individual Differences, 16 (1), 1-12. https://doi.org/10.1016/j.lindif.2005.06.004
  81. Wang, J., & Bai, B. (2022). Whose goal emphases play a more important role in ESL/EFL learners’ motivation, self-regulated learning, and achievement?: Teachers or parents. Research Papers in Education,38(40) 520-542. https://doi.org/10.1080/02671522.2022.2030395
  82. Yu, K., & Martin, A. J. (2014). Personal best (PB) and ‘classic achievement goals in the Chinese context: Their role in predicting academic motivation, engagement, and buoyancy. Educational Psychology,34(5), 635-658. https://doi.org/10.1080/01443410.2014.895297
  83.  Zarei, A. A., & Usefli, Z. (2015). The effect of assessment type on EFL learners’ goal orientation. Journal of Language, Linguistics and Literature, 1(4), 112-119.
  84. Zhao, X., Lynch Jr, J. G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37(2), 197– 206. https://doi.org/10.1086/651257
  85. Zucoloto, M. L., de Oliveira, V., Maroco, J., & Campos, J. A. D. B. (2016). School engagement and burnout in a sample of Brazilian students. Currents in Pharmacy Teaching and Learning, 8(5), 659-666. https://doi.org/10.1016/j.cptl.2016.06.012
آمار
تعداد مشاهده مقاله: 816
تعداد دریافت فایل اصل مقاله: 426


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب