[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
About the Journal
International Editorial Board
Editorial Board of Iranian University
Aims & Scopes
Indexing & Abstracting
Open Access Policy
Financial Policies
CrossMark Policy
Journal News
Articles archive::
All Issues
Current Issue
For Authors::
Instructions for Authors
Submission Form
Principles of Publishing Ethics
Ethical Code: Psychologic Study
Ethical Code: Medical Research
Ethical Consideration
Peer Review Policy
Declaration Form
Article Processing Charges
For Reviewers::
Policies of Peer Review
Registration::
Registration Form
Contact us::
Contact Information
Contact us
Site Facilities::
Site map
Search contents
Top 10 contents
Inform to friends
::
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 6, Issue 4 (Vol6 No4 Winter 2020- 2020) ::
J Child Ment Health 2020, 6(4): 13-22 Back to browse issues page
Prediction of Educational Motivation Based on Mental Toughness and Capacity of Sustaining Effort and Interest for Long-Term Purposes
Farzin Bagheri Sheykhangafshe1 , Reza Shabahang2 , Akram Sadat Abbasi2 , Seyedeh Maryam Mousavi * 3, Vahid Hajialiani2 , Marzieh Shahryari Sarhadi4
1- Faculty of Literature and Humanity Sciences, University of Guilan, Rasht, Iran
2- Faculty of Psychology and Educational Sciences, University of Tehran, Iran
3- Department of Nursing, Rasht Branch, Islamic Azad University, Rasht, Iran
4- Faculty of Literature and Human Sciences, Shahid Bahonar University of Kerman, Iran
Abstract:   (5096 Views)
Background and Purpose: Motivational processes underlie students' learning behaviors that can be influenced by various psychological factors. One of these variables is called mental toughness which different levels of it can affect students' academic performance. On the other hand, the capacity to sustain effort and interest for long-term goals is an effective factor related to academic success. In this regard, the present study aimed to investigate the role of psychological strength and the capacity to maintain effort and interest for long-term goals (stability) in predicting students' academic achievement.
Method: This study is descriptive and correlational. The statistical population of the study consisted of all high school students in the first district of Rasht city in the academic year of 2018-19. The sample included 300 students from this papulation (150 female students and 150 male students) who were selected using convenience sampling method. Data were collected using the Educational Motivation Scale (Harter, 1981), Mental Toughness Questionnaire (Sheard, Golby, & Van Wersch, 2009), and Short Grit Scale (Duckworth & Quinn, 2009). Data were analyzed by SPSS software using Pearson correlation and multiple regression.
Results: The results of multiple regression analysis showed that the effect of confidence (0.17), constancy (0.23), control (0.21) and grit (0.18) on students' academic motivation was positive and significant. Also, mental toughness and the capacity of sustaining effort and interest for long-term purposes (grit) significantly predict students' academic motivation (p <0.01). The results also showed that mental toughness, capacity of sustaining effort, and interest for long-term goals (grit) predict 17% of students' academic motivation.
Conclusion: According to the research findings, it was found that students who have long-term goals and have a clear plan for their academic future have a higher academic motivation. Also, students who achieve high scores in mental toughness show greater consistency and stability in their studies and will continue to study with a more sustainable motivation. It is therefore essential for teachers and families to focus more on these topics to strengthen students' mental toughness and grit.
Keywords: Educational motivation, mental toughness, grit, student
Full-Text [PDF 868 kb]   (1770 Downloads)    
Type of Study: Research | Subject: Special
Received: 2019/06/9 | Accepted: 2019/12/7 | Published: 2020/02/22
References
1. Wigfield A, Eccles JS, Schiefele U, Roeser RW, Davis‐Kean P. Development of achievement motivation. In: Damon W, Lerner RM, Eisenberg N, editors. Handbook of child psychology, vol. 3: social, emotional, and personality development. 6th edition. Hoboken, N.J: Wiley; 2006, pp: 933-1002. [Link] [DOI:10.1002/9780470147658.chpsy0315]
2. Lazarides R, Viljaranta J, Aunola K, Pesu L, Nurmi J-E. The role of parental expectations and students' motivational profiles for educational aspirations. Learn Individ Differ. 2016; 51: 29-36. [Link] [DOI:10.1016/j.lindif.2016.08.024]
3. Clark MH, Middleton SC, Nguyen D, Zwick LK. Mediating relationships between academic motivation, academic integration and academic performance. Learn Individ Differ. 2014; 33: 30-38. [Link] [DOI:10.1016/j.lindif.2014.04.007]
4. Jiang Y, Rosenzweig EQ, Gaspard H. An expectancy-value-cost approach in predicting adolescent students' academic motivation and achievement. Contemp Educ Psychol. 2018; 54: 139-152. [Link] [DOI:10.1016/j.cedpsych.2018.06.005]
5. Vecchione M, Alessandri G, Marsicano G. Academic motivation predicts educational attainment: does gender make a difference? Learn Individ Differ. 2014; 32: 124-131. [Link] [DOI:10.1016/j.lindif.2014.01.003]
6. Deci EL, Vallerand RJ, Pelletier LG, Ryan RM. Motivation and education: The self-determination perspective. Educ Psychol. 1991; 26(3-4): 325-346. [Link] [DOI:10.1080/00461520.1991.9653137]
7. Vallerand RJ, Pelletier LG, Koestner R. Reflections on self-determination theory. Can Psychol. 2008; 49(3): 257-262. [Link] [DOI:10.1037/a0012804]
8. Cham H, Hughes JN, West SG, Im MH. Effect of retention in elementary grades on grade 9 motivation for educational attainment. J Sch Psychol. 2015; 53(1): 7-24. [Link] [DOI:10.1016/j.jsp.2014.10.001]
9. Liu Y. The longitudinal relationship between Chinese high school students' academic stress and academic motivation. Learn Individ Differ. 2015; 38: 123-126. [Link] [DOI:10.1016/j.lindif.2015.02.002]
10. Gupta PK, Rashmi M. Impact of academic motivation on academic achievement: A study on high schools students. European Journal of Education Studies. 2016; 2(10): 43-51. [Link]
11. Entwistle NJ, Thompson J, Wilson JD. Motivation and study habits. High Educ. 1974; 3(4): 379-396. [Link] [DOI:10.1007/BF00153949]
12. Klassen RM, Kuzucu E. Academic procrastination and motivation of adolescents in Turkey. Educ Psychol. 2009; 29(1): 69-81. [Link] [DOI:10.1080/01443410802478622]
13. Wu F, Fan W. Academic procrastination in linking motivation and achievement-related behaviors: a perspective of expectancy-value theory. Educ Psychol. 2017; 37(6): 695-711. [Link] [DOI:10.1080/01443410.2016.1202901]
14. Manley H, Jarukasemthawee S, Pisitsungkagarn K. The effect of narcissistic admiration and rivalry on mental toughness. Pers Individ Dif. 2019; 148: 1-6. [Link] [DOI:10.1016/j.paid.2019.05.009]
15. Papageorgiou KA, Malanchini M, Denovan A, Clough PJ, Shakeshaft N, Schofield K, et al. Longitudinal associations between narcissism, mental toughness and school achievement. Pers Individ Dif. 2018; 131: 105-110. [Link] [DOI:10.1016/j.paid.2018.04.024]
16. Gucciardi DF. Mental toughness: progress and prospects. Curr Opin Psychol. 2017; 16: 17-23. [Link] [DOI:10.1016/j.copsyc.2017.03.010]
17. Clair-Thompson H, Bugler M, Robinson J, Clough P, McGeown SP, Perry J. Mental toughness in education: exploring relationships with attainment, attendance, behavior and peer relationships. Educ Psychol. 2015; 35(7): 886-907. [Link] [DOI:10.1080/01443410.2014.895294]
18. Stock R, Lynam S, Cachia M. Academic success: the role of mental toughness in predicting and creating success. High Educ Pedagog. 2018; 3(1): 429-433. [Link] [DOI:10.1080/23752696.2018.1507623]
19. Lin Y, Clough PJ, Welch J, Papageorgiou KA. Individual differences in mental toughness associate with academic performance and income. Pers Individ Dif. 2017; 113: 178-183. [Link] [DOI:10.1016/j.paid.2017.03.039]
20. Lin Y, Mutz J, Clough PJ, Papageorgiou KA. Mental toughness and individual differences in learning, educational and work performance, psychological well-being, and personality: a systematic review. Front Psychol. 2017; 8: 1345. [Link] [DOI:10.3389/fpsyg.2017.01345]
21. Bédard-Thom C, Guay F. Mental toughness among high school students: a test of its multidimensionality and nomological validity with academic achievement and preference for difficult tasks. Soc Psychol Educ. 2018; 21(4): 827-848. [Link] [DOI:10.1007/s11218-018-9437-y]
22. Duckworth AL, Peterson C, Matthews MD, Kelly DR. Grit: perseverance and passion for long-term goals. J Pers Soc Psychol. 2007; 92(6): 1087-1101. [Link] [DOI:10.1037/0022-3514.92.6.1087]
23. Cormier DL, Dunn JGH, Dun JC. Examining the domain specificity of grit. Pers Individ Dif. 2019; 139: 349-354. [Link] [DOI:10.1016/j.paid.2018.11.026]
24. Duckworth A, Gross JJ. Self-control and grit: related but separable determinants of success. Curr Dir Psychol Sci. 2014; 23(5): 319-325. [Link] [DOI:10.1177/0963721414541462]
25. Clark KN, Malecki CK. Academic grit scale: psychometric properties and associations with achievement and life satisfaction. J Sch Psychol. 2019; 72: 49-66. [Link] [DOI:10.1016/j.jsp.2018.12.001]
26. Hammond DA. Grit: an important characteristic in learners. Curr Pharm Teach Learn. 2017; 9(1): 1-3. [Link] [DOI:10.1016/j.cptl.2016.08.048]
27. Jiang W, Xiao Z, Liu Y, Guo K, Jiang J, Du X. Reciprocal relations between grit and academic achievement: a longitudinal study. Learn Individ Differ. 2019; 71: 13-22. [Link] [DOI:10.1016/j.lindif.2019.02.004]
28. Mason HD. Grit and academic performance among first-year university students: a brief report. J Psychol Afr. 2018; 28(1): 66-68. [Link] [DOI:10.1080/14330237.2017.1409478]
29. Palisoc AJL, Matsumoto RR, Ho J, Perry PJ, Tang TT, Ip EJ. Relationship between grit with academic performance and attainment of postgraduate training in pharmacy students. Am J Pharm Educ. 2017; 81(4): 67. [Link]
30. Hwang MH, Lim HJ, Ha HS. Effects of grit on the academic success of adult female students at Korean open university. Psychol Rep. 2018; 121(4): 705-725. [Link] [DOI:10.1177/0033294117734834]
31. Credé M, Tynan MC, Harms PD. Much ado about grit: a meta-analytic synthesis of the grit literature. J Pers Soc Psychol. 2017; 113(3): 492-511. [Link] [DOI:10.1037/pspp0000102]
32. Rojas JP. The relationships among creativity, grit, academic motivation, and academic success in college students. [PhD Theses]. [Kentucky‎, United States]: Department of Educational and Counseling Psych, University of Kentucky; 2015, pp: 1-132. [Link]
33. Charan J, Biswas T. How to calculate sample size for different study designs in medical research? Indian J Psychol Med. 2013; 35(2): 121-126. [Link] [DOI:10.4103/0253-7176.116232]
34. Harter S. A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Dev Psychol. 1981; 17(3): 300-312. [Link] [DOI:10.1037/0012-1649.17.3.300]
35. Lepper MR, Corpus JH, Iyengar SS. Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. J Educ Psychol. 2005; 97(2): 184-196. [Link] [DOI:10.1037/0022-0663.97.2.184]
36. Bahrani M. The study of validity and reliability of Harter's scale of educational motivation. Journal of Psychological Studies. 2009; 5(1): 51-72. [Persian]. [Link]
37. Sheard M, Golby J, van Wersch A. Progress toward construct validation of the sports mental toughness questionnaire (SMTQ). Eur J Psychol Assess. 2009; 25(3): 186-193. [Link] [DOI:10.1027/1015-5759.25.3.186]
38. Bagheri Sheykhangafshe F, Abolghasemi A, Kafi Masouleh SM. Comparison dark triad traits of personality, cognitive decision-making and mental toughness in natural, supplement and steroid bodybuilders. Sport Psychology Studies. 2020; 8(29): 19-38. [Persian]. [Link]
39. Duckworth AL, Quinn PD. Development and validation of the short grit scale (grit-s). J Pers Assess. 2009; 91(2): 166-174. [Link] [DOI:10.1080/00223890802634290]
40. Kline RB. Principles and practice of structural equation modeling. Fourth Edition. New York: The Guilford Press; 2011. [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:
Bagheri Sheykhangafshe F, Shabahang R, Abbasi A S, Mousavi S M, Hajialiani V, Shahryari Sarhadi M. Prediction of Educational Motivation Based on Mental Toughness and Capacity of Sustaining Effort and Interest for Long-Term Purposes. J Child Ment Health 2020; 6 (4) :13-22
URL: http://childmentalhealth.ir/article-1-847-en.html
Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 6, Issue 4 (Vol6 No4 Winter 2020- 2020) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
Persian site map - English site map - Created in 0.06 seconds with 43 queries by YEKTAWEB 4660