Volume 16, Issue 50 (3-2025)
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Habibi Kaleybar R, Parivar M, Golmohammadnejad G. The Relationship amoung School Bonding, Cognitive Flexibility, with mediatory role Educational Hardiness and Motivational Structure in Highschool Students. erj 2025; 16 (50)
URL: http://erj.khu.ac.ir/article-1-1374-en.html
URL: http://erj.khu.ac.ir/article-1-1374-en.html
1- , habibikaleybar@gmail.com
Abstract: (164 Views)
Abstract
The aim of the present study was to investigate the relationship between school attachment and academic hardiness, considering the mediating role of cognitive flexibility and motivational structure of second-year high school students in the academic year 1400-1401. The method of the present study was descriptive-correlational in terms of purpose and applied in terms of nature, and survey in terms of method. The statistical population was 2000 second-year high school students in Tabriz, of which 300 were selected as samples based on the Morgan table using multi-stage cluster random sampling. To collect data, the Rezai Sharif School Attachment Questionnaire, Martin and Robbins' cognitive flexibility, Benishek et al.'s academic hardiness, and Cox and Klinger's motivational structure were used. The data were analyzed using Smart-Pls-3 and SPSS 23. The results showed that the path of school connection with academic hardiness (r=0.239, t=299.3), school connection with cognitive flexibility (r=0.309, t=684.5), school connection with motivational structure (r=0.279, t=5.009), cognitive flexibility with academic hardiness (r=0.229, t=965.2) and motivational structure with academic hardiness (r=0.282, t=133.5) was significant (P<0.05). Also, the results of the Sobel test showed that cognitive flexibility plays a mediating role in the relationship between school connection with academic hardiness (Z=2.608) and cognitive flexibility can mediate 22.9% of the relationship between school connection with academic hardiness. Also, motivational structure can play a mediating role in the relationship between school attachment and academic hardiness (Z=3.539) and motivational structure can mediate 24.8% of the relationship between school attachment and academic hardiness.
The aim of the present study was to investigate the relationship between school attachment and academic hardiness, considering the mediating role of cognitive flexibility and motivational structure of second-year high school students in the academic year 1400-1401. The method of the present study was descriptive-correlational in terms of purpose and applied in terms of nature, and survey in terms of method. The statistical population was 2000 second-year high school students in Tabriz, of which 300 were selected as samples based on the Morgan table using multi-stage cluster random sampling. To collect data, the Rezai Sharif School Attachment Questionnaire, Martin and Robbins' cognitive flexibility, Benishek et al.'s academic hardiness, and Cox and Klinger's motivational structure were used. The data were analyzed using Smart-Pls-3 and SPSS 23. The results showed that the path of school connection with academic hardiness (r=0.239, t=299.3), school connection with cognitive flexibility (r=0.309, t=684.5), school connection with motivational structure (r=0.279, t=5.009), cognitive flexibility with academic hardiness (r=0.229, t=965.2) and motivational structure with academic hardiness (r=0.282, t=133.5) was significant (P<0.05). Also, the results of the Sobel test showed that cognitive flexibility plays a mediating role in the relationship between school connection with academic hardiness (Z=2.608) and cognitive flexibility can mediate 22.9% of the relationship between school connection with academic hardiness. Also, motivational structure can play a mediating role in the relationship between school attachment and academic hardiness (Z=3.539) and motivational structure can mediate 24.8% of the relationship between school attachment and academic hardiness.
Type of Study: Research Paper |
Subject:
Educational Psychology
Received: 2023/12/5 | Revised: 2025/04/23 | Accepted: 2025/04/30 | ePublished: 2025/05/10
Received: 2023/12/5 | Revised: 2025/04/23 | Accepted: 2025/04/30 | ePublished: 2025/05/10
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