[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Registration::
Contact us::
Site Facilities::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
Open Access
..
Registered in
..
Indexing and Abstracting
..
:: Volume 10, Issue 2 (Vol10 No2 Summer 2023- 2023) ::
J Child Ment Health 2023, 10(2): 83-103 Back to browse issues page
Predicting Students' Academic Flourishing based on the Moral Intelligence: The Mediating Role of Academic Motivation, Academic Emotions, Academic Procrastination and Academic Burnout
Fatemeh Hesampour1 , Ali Mohammad Rezaei * 1
1- Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Iran
Abstract:   (1932 Views)
Background and Purpose: One of the most effective factors in developing the educational system development which has a significantly direct relationship with academic performance is student flourishing. Present study aimed to develop a model for explaining academic flourishing of students based on moral intelligence, with the mediating role of academic motivation, academic emotions, academic procrastination, and academic burnout.
Method: The present study used descriptive-correlational design with structural equation model. The population included all the students of secondary school in Tehran in the second semester of academic year 2021-2022. Through multistage random sampling method, a sample of 2010 students was selected. The students completed Moral Intelligence Questionnaire (Link& Keil, 2005), Researcher-made Academic Flourishing Questionnaire, Academic Motivation Scale (Vallerand, 1992), Achievement Emotions Questionnaire (Pekran et al. 2005), Academic Procrastination Scale (Solomon& Rothblum, 1984), and Academic Burnout Questionnaire (Schaufeli et al. 2002). Data were analyzed by using Structural Equation Model by PLS 3.
Results: Results indicate the significantly positive effect of moral intelligence on academic flourishing and academic motivation as well as its significantly negative effect on academic emotions, academic procrastination, and academic burnout. Academic procrastination, academic emotions and academic burnout have a significantly negative effect on academic flourishing while academic motivation has a significant positive effect on it. Moral intelligence affects academic flourishing through the mediating role of academic motivation, academic emotions, academic procrastination, and academic burnout. 78 % of the academic flourishing variance is explained through the direct and indirect effect of moral intelligence.    
Conclusion: Accordingly, to increase the academic flourishing of students, programs can be developed for enhancing moral intelligence, which in turn results in the enhancement of academic motivation, academic emotions, academic procrastination, and academic burnout. Implications of the results are discussed in the article.
Article number: 6
Keywords: Ethical intelligence, academic flourishing, academic motivation, academic emotions, academic procrastination, academic burnout
Full-Text [PDF 1739 kb]   (767 Downloads)    
Type of Study: Research | Subject: General
Received: 2023/07/15 | Accepted: 2023/09/22 | Published: 2023/09/22
References
1. Benlahcene A. Flourishing and student engagement in Malaysian university students: The mediating role of Personal Best (PB) Goals. The Asia-Pacific Education Researcher. 2022; 31(2): 137-146. https://doi.org/10.1007/s40299-020-00544-8 [DOI:10.1007/ s40299-020-00544-8 [Link]]
2. Amiri E. Flourishing of Positive Psychology in Education: 'Emotional turn' and Measurement Issues. Journal of Humanities and Social Sciences Studies. 2023; 5(8): 10-18. https://doi.org/10.32996/jhsss.2023.5.8.2 [DOI:10.32996/jhsss.2023.5.8.2 [Link]]
3. McCarron G P. First and flourishing? An exploration of how first-generation college students make meaning of their well-being through purpose, relationships, and multiple identities. Journal of First-generation Student Success. 2022; 2(1): 1-17.‌ https://doi.org/10.1080/26906015.2021.2018269 [DOI:10.1080/26906015. 2021.2018269 [Link]]
4. Abdi A, zandipayam A. Comparison of Academic Vitality, Flourishing and Academic Identity Dimensions among Male and Female Students at Kermanshah University of Medical Sciences. Educational Development of Judishapur, 2019; 10(4): 283-293. [Persian] [DOI:10.22118/ edc.2019.99559 [Link]]
5. Chamizo-Nieto M T, Arrivillaga C, Rey L, & Extremera N. The role of emotional intelligence, the teacher-student relationship, and flourishing on academic performance in adolescents: a moderated mediation study. Frontiers in psychology. 2021; 12, 695067.‌ https://doi.org/10.3389/fpsyg.2021.695067 [DOI:10.3389/ fpsyg.2021.695067 [Link]]
6. Mirsadegh M, Hooman F, & Homaei R. The Mediating Role of Academic Hope in the Correlation of Ambiguity Tolerance and Academic Flourishing with Academic Engagement in Female High School Students. International Journal of School Health. 2022; 9(3): 178-185.‌ [DOI:10.30476/intjsh.2022.95951.1242 [Link]]
7. Nguyen A, Ngo H N, Hong Y, Dang B, & Nguyen B P T. Ethical principles for artificial intelligence in education. Education and Information Technologies. 2023; 28(4): 4221-4241.‌ https://doi.org/10.1007/s10639-022-11316-w [DOI:10.1007/s10639-022-11316-w [Link]]
8. Ashouri R, Bahari F, Namvar H. Determining the Model of Flourishing in Youth Based on Moral Intelligence Considering the Mediating Role of Hope. MEJDS 2022; 12:187-187. [Persian] http://jdisabilstud.org/article-1-2654-en.html [Link]
9. Prah Ruger J. Positive public health ethics: toward flourishing and resilient communities and individuals. The American Journal of Bioethics. 2020; 20(7): 44-54.‌ https://doi.org/10.1080/15265161.2020.1764145 [DOI:10.1080/15265161.2020.1764145 [Link]]
10. Shihara T, Morita N, Nakajima T, Okita K, Sagawa M, Yamatsu K. Modeling relationships of achievement motivation and physical fitness with academic performance in Japanese schoolchildren: Moderation by gender. Physiol Behav. (2018); 194(1): 66-72. https://doi.org/ 10.1016/j. physbeh..2018.04.031 [Link] https://doi.org/10.1016/j.physbeh.2018.04.031 [DOI:10.1016/j. physbeh..2018.04.031 [Link]]
11. Shrivastava P, & Zsolnai L. Wellbeing‐oriented organizations: Connecting human flourishing with ecological regeneration. Business Ethics, the Environment & Responsibility. (2022); 31(2): 386-397.‌ https://doi.org/ 10.1111/beer.12421 [Link] https://doi.org/10.1111/beer.12421 [DOI:10.1111/beer.12421 [Link]]
12. Sharifi Shayan F, Entesar Fouman G H I, Hejazi M. The Effectiveness of Collaborative Learning Method on Academic Motivation and Emotion Control in Children with Attention Deficit / Hyperactivity Disorder. J Child Ment Health 2020; 6 (4):74-84. http://childmentalhealth.ir/ article-1-863-fa.html [Link] [DOI:10.29252/jcmh.6.4.8]
13. Solaimani Shebailo N, Vahedi S, Nemati S. The Relationships between Emotions of Students, Teachers and Parents with Academic Performance in Science Course . J Child Ment Health 2019; 6 (1):188-199. http://childmentalhealth.ir/article-1-462-fa.html [Link] [DOI:10.29252/jcmh.6.1.16]
14. Amiri E. Flourishing of Positive Psychology in Education:'Emotional Turn'and Measurement Issues. Journal of Humanities and Social Sciences Studies. 2023; 5(8): 10-18.‌ https://doi.org/10.32996/jhsss.2023.5.8.2 [DOI:10.32996/jhsss.2023.5.8.2 [Link]]
15. Tran N T, Franzen J, Jermann F, Rudaz S, Bondolfi G, & Ghisletta P. Psychological distress and well-being among students of health disciplines in Geneva, Switzerland: The importance of academic satisfaction in the context of academic year-end and COVID-19 stress on their learning experience. PloS one. 2022; 17(4): e0266612.‌ https://doi. org/10.1371/journal.pone.0266612 [Link] [DOI:10.1371/journal.pone.0266612]
16. Astutik F, & Firdana W D. The Use of Academic Resilience in Mediating the Effect of Self-Efficacy on Students' Academic Procrastination during the Covid-19 Pandemic. In Conference of Psychology and Flourishing Humanity, (pp. 33-41). Atlantis Press.2023. https://doi.org/10.2991/978-2-38476-032-9_5 [DOI:10.2991/ 978-2-38476-032-9_5 [Link]]
17. Vlachopanou P, & Karagiannopoulou E. Defense styles, academic procrastination, psychological wellbeing, and approaches to learning: A person-oriented approach. The Journal of Nervous and Mental Disease. 2022; 210(3): 186-193.‌ https://doi.org/ 10.1097/NMD.0000000000001423 [Link] https://doi.org/10.1097/NMD.0000000000001423 [DOI:10.1097/NMD.0000000000001423 [Link]]
18. Asio J M R. The relationship between academic procrastination and academic performance of freshmen students from a teacher education institution. Asio, JMR (2020). The Relationship between Academic Procrastination and Academic Performance of Freshmen Students from a Teacher Education Institution. Journal of Humanities and Social Sciences. 2020; 2(3): 105-115.‌ https://hdl.handle.net/11499/21548. [Link] [DOI:10.36079/lamintang.jhass-0203.156]
19. Garzón-Umerenkova A, de la Fuente J, Amate J, Paoloni P V, Fadda S, & Pérez J F. A linear empirical model of self-regulation on flourishing, health, procrastination, and achievement, among university students. Frontiers in psychology. 2018; 9, 536.‌ https://doi.org/10.3389/fpsyg [DOI:10.3389/fpsyg. 2018.00536 [Link]]
20. Hosseini M K., & , Shahbazi M. The relationship between academic conflict and work procrastination with academic success in high school female students of Masjid Suleiman, the first national conference of Farda School, Ardabil. 2018. [Persian] [Link]
21. Lennick D, & Kiel F. Moral intelligence 2.0: Enhancing business performance and leadership success in turbulent times. Pearson Prentice Hall.‌ 2011. [DOI:10.4236/ ajibm.2014.412083 [Link]]
22. Shahbaziyan A, Husaynpourbanadig K, Rahnemayibastam A. Survey of the Role of Moral Intelligence and Cell Phone Addiction in Academic Procrastination of Students. Educ Strategy Med Sci 2019; 11 (5):76-83. [Persian] http://edcbmj.ir/article-1-1517-en.html [Link]
23. Wen X, Zhang Q, Wang S, Liu X, & Xu W. Mindfulness and academic burnout among Chinese elementary school students: The mediating role of perceived teacher support. Teaching and Teacher Education. 2023; 123, 103991. https://doi.org/10.1016/j.tate.2022.103991 [DOI:10.1016/j.tate.2022.103991 [Link]]
24. Heydari, Negar and Ojinejad, Ahmadreza. the relationship between moral intelligence and academic burnout of Maroodasht Islamic Azad University students, the fourth national conference on sustainable development in educational sciences and psychology, social and cultural studies, Tehran. 2015. [Persian] http://jne.ir/article-1-542-en.html [Link]
25. Madigan D J, & Curran T. Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review. 2021; 33: 387-405.‌ https://doi.org/10.1007/s10648-020-09533-1 [DOI:10.1007/s10648-020-09533-1 [Link]]
26. Lennick, D. Kiel, F. Moral intelligence: The key to enhancing business performance and leadership success. Wharton School Publishing, An imprint of Pearson Education. 2005. [Link]
27. Siadat S, kazemi I, Mokhtaripour M. Relationship between Moral Intelligence and the Team Leadership in Administrators from Faculty Members' Point of View at the Medical Sciences University of Isfahan 2008-2009 . jha 2009; 12 (36):61-69. [Persian] http://jha.iums.ac.ir/article-1-425-en.html [Link]
28. Mohamadi J, Ghazanfari F, Azizi A. Relationship between Moral Intelligence and Nurses' Quality of Work Life. IJN 2014; 27 (90 and 91):54-64. [Persian] http://ijn.iums.ac.ir/ article-1-1889-en.html [Link] [DOI:10.29252/ijn.27.90.91.54]
29. Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333-335. https://doi.org/10.1080/17439760.2018.1437466 [DOI:10.1080/17439760.2018.1437466. [Link]]
30. Fornell, C. & Larcker, D. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research Vol. 18, No. 1 (Feb), pp. 39-50.https://www.jstor.org/stable/ 3151312 [Link] [DOI:10.1177/002224378101800104]
31. Magner, N., Welker, R.B., & Campbell, T. L. (1966). Testing a model of cognitive budgetary participation processes in a latent variable structural equations framework. Accounting and Business Research. 27(1), 41-50. https://www.tandfonline.com/doi/abs/10.1080/00014 788.1996.972953 [Link] [DOI:10.1080/00014788.1996.9729530]
32. Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2021). A primer on partial least squares structural equation modeling (PLS-SEM). Sage publications. https://us. sagepub.com/en-us/nam/a-primer-on-partial-least-squares-structural-equation-modeling-pls-sem/book244583 [Link] [DOI:10.1007/978-3-030-80519-7]
33. Henseler J, Ringle CM, Sinkovics RR. (2009). the use of partial least squares path modeling in international marketing. Advances in International Marketing (AIM). 20: 277-320.https://www.emerald.com/insight/content/doi/ 10.1108/S1474-7979(2009)0000020014/full/html. [Link] [DOI:10.1108/S1474-7979(2009)0000020014]
34. Qazi Tabatabayi, Seyyed Mahmoud (1374). Covariance structure models or Lieserl models in social sciences. Journal of Humanities and Social Sciences (Tabriz), 2(1). https://www.sid.ir/fa/journal/ViewPaper.aspx?ID=39992. [Link]
35. Werts CE, Linn RL, Jöreskog KG. (1974). Intraclass reliability estimates: testing structural assumptions. Educational and Psychological Measurement. 34(1): 25-33. https://doi.org/10.1177/001316447403400104 [DOI:10.1177/001316447403400104 [Link]]
36. Netemeyer, R. et. al. (2003). Scaling Procedures: Issues and Applications. SAGE. https://www.researchgate.net/ publication/265500508_Scaling_Procedures_Issues_and_Applications [Link] [DOI:10.4135/9781412985772]
37. Brunner, M., & Süß, H.-M. (2005). Analyzing the Reliability of Multidimensional Measures: An Example from Intelligence Research. Educational and Psychological Measurement, 65(2), 227-240. https://doi.org/10.1177/0013164404268669 [DOI:10.1177/ 0013164404268669 [Link]]
38. Vallerand R J, Pelletier L G, Blais M R, Briere N M, Senecal C, & Vallieres E F. The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and psychological measurement. (1992); 52(4): 1003-1017.‌ https://doi.org/10.1177/0013164492052004025 [DOI:10.1177/ 0013164492052004025 [Link]]
39. Bagheri N, Shahraray M, Farzad V. Standardization of Academic Motivation Scale (AMS) among the High School Students in Tehran. Clinical Psychology and Personality, 2003; 1(1): 11-24. [Persian] [DOI:20.1001.1. 23452188.1382.1.1.2.8 [Link]]
40. Pekrun R, Goetz T, & Frenzel A C. Academic emotions questionnaire-mathematics (AEQ-M) user's manual. Department of Psychology, University of Munich. 2005 [Link]
41. Kadivar, P., Farzad, V., Kavousian, J., Nikdel, F. validiting the Pekruns achievement emotion questionnaire. Educational Innovations, 2009; 8(4): 7-38. [Persian] [DOI:10.22054/jem.2018.27645.1659 [Link]]
42. Hayat A, Esmi K, Rezaei R, Nabiee P. The Relationship between Academic Emotions and Academic Performance of Medical Students of Shiraz University of Medical Sciences. RME 2017; 9(4):29-20. [Persian] http://rme. gums.ac.ir/article-1-528-en.html [Link] [DOI:10.29252/rme.9.4.29]
43. Solomon L J, & Rothblum E D. Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of counseling psychology. 1984; 31(4): 503.‌ https://doi.org/ 10.1037/0022-0167.31.4.503 [Link] https://doi.org/10.1037//0022-0167.31.4.503 [DOI:10.1037/0022-0167.31.4.503 [Link]]
44. Baradaran M, Ranjbar Noushari F. Effectiveness of Emotion Regulation Skills Training on Academic Procrastination and Cognitive Flexibility among Students with Internet Addiction. J Child Ment Health 2022; 9 (2):21-35. http://childmentalhealth.ir/article-1-1148-fa. html [Link] [DOI:10.52547/jcmh.9.2.3]
45. Amjadian F, Bahrami M. The Correlation between Self-Handicapping and Students' Academic Performance: The Intermediary Role of Procrastination in High School Students in the City of Kermanshah. 2023; 38(4):87-106. [Persian] http://qjoe.ir/article-1-1857-en.html [Link]
46. Bakker A B, Demerouti E, & Schaufeli W B. Validation of the Maslach burnout inventory-general survey: An internet study. Anxiety, Stress & Coping, 2002; 15(3): 245-260.‌ https://doi.org/10.1080/1061580021000020716 [DOI:10.1080/1061580021000020716 [Link]]
47. Fata N, kiani M. Modeling of the Relationship among Student Academic Burnout, and Personal and Educational Experiences and Reporting of Avoidance Strategies: The Intermediating Role of Academic Engagement. Journal of Instruction and Evaluation, 2020; 12(48): 131-160. https://doi: 10.30495/jinev.2020.673162. [Persian] https:// doi.org/10.22034/emes.2022.523543.2214 [Link]
48. Fazli A, Fooladchang M. The relation of academic conscience to academic burnout: The mediating role of academic goal orientation. Educ Strategy Med Sci 2019; 12 (3):85-97. [Persian] http://edcbmj.ir/article-1-1470-en.html [Link]
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA



XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Hesampour F, Rezaei A M. Predicting Students' Academic Flourishing based on the Moral Intelligence: The Mediating Role of Academic Motivation, Academic Emotions, Academic Procrastination and Academic Burnout. J Child Ment Health 2023; 10 (2) : 6
URL: http://childmentalhealth.ir/article-1-1362-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 10, Issue 2 (Vol10 No2 Summer 2023- 2023) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
Persian site map - English site map - Created in 0.08 seconds with 43 queries by YEKTAWEB 4660