Volume 2, Issue 2 (June 2023)                   IJER 2023, 2(2): 1-14 | Back to browse issues page

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Homayon F, Muhammadamin B H, Safari Garaei M, Nojumi A, Sadikhani M, Shirvani E. (2023). Structural model of academic engagement, rumination and cognitive-behavioral avoidance: Mediating role of self-efficacy. IJER. 2(2), 1-14. doi:10.22034/2.2.1
URL: http://ijer.hormozgan.ac.ir/article-1-39-en.html
1- Master of Educational Psychology, Payame Noor University, Kharameh, Iran
2- PhD. counseling, Lecturer at Education and psychology Department, College of Education, University of Raparin, Kurdistan region, Iraq, baxtiarhassan@uor.edu.krd , 009647503144903
3- Master of Curriculum Planning, Payam Noor University, Kharameh, Iran.
4- Bachelor of Elementary Education, Shahid Beheshti Teacher Training University, Eghlid, Iran
5- Bachelor of Law, Payam Noor University, Safashahr, Iran
6- Master of Family Counseling, Allameh Tabatabai University, Tehran, Iran , shiroebrahim69@gmail.com
Abstract:   (536 Views)
Objective: The current study aimed to examine the structural model of the dimensions of academic engagement with rumination and cognitive-behavioral avoidance mediated by self-efficacy in high school students of Marvdasht (Iran).
Methods: The present study is applied research according to its purpose and based on its nature, it is a correlational study using structural equation modeling method. The population included all female high school students in Marvdasht in 2022. The sampling method was a multi-stage cluster in which 300 people were selected. The Sherer's Genenal Self-Efficacy Scale (SGSES), Ottenbreit & Dobson's Cognitive Behavioral Avoidance Scale, Nolen-Hoeksema's Rumination Scale and Shuffle and Becker Academic Participation Scale.
Results: Results showed that academic engagement has a significant relationship with rumination and cognitive-behavioral avoidance. Also, rumination and cognitive-behavioral avoidance based on the mediating role of self-efficacy were able to predict academic engagement. According to the fit indices, the final model showed a good fit to the data.
Conclusions: Recognizing the pivotal role of self-efficacy as a mediator underscores the significance of interventions aimed at strengthening students' belief in their abilities. This holistic approach to student support can lead to improved academic engagement and mental well-being, ultimately benefiting both individual students and the broader educational community.
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Type of Study: Original | Subject: Educational Psychology
Received: 2023/01/16 | Accepted: 2023/04/10 | Published: 2023/06/1

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