مجله علوم روانشناختی (May 2024)
structural equation model of the effect of academic self-efficacy on the self- strategic learning of adolescents during guarantine period
Abstract
Background: The examination of the existing literature reveals a notable gap in research pertaining to the structural equation modeling approach to investigate the impact of academic self-efficacy on self-regulated learning among adolescents during quarantine periods. Aims: The purpose of this research is to design a Structural equation model of the effect of Academic Self-efficacy on the Self- strategic learning of Adolescents During Guarantine Period. Methods: The quantitative descriptive research method is a survey type. In this research, the statistical sample was considered using the random cluster sampling method, and 300 teenagers (girls) in the first half of high school, ninth grade in Tehran were selected as the final sample. 284 analyzable and free questionnaires have reached the stage of statistical analysis, as well as academic self-efficacy questionnaires by McIlroy and Bunting (2001), self-directed learning questionnaire by Fisher, King and Tago (2001) for data collection were used. To analyze the data, Pearson's correlation coefficient test and structural equations were used using SPSS and AMOS software. Results: Finally, based on the findings of the research, it was observed that academic self-efficacy has a significant positive effect on the self-directed learning of adolescents during quarantine with the value (Sig=0.0001, t=12.346) and the coefficient of influence (β=0.793), as well as the relationship model Appropriate research is necessary. Conclusion: Therefore, it is suggested; With the active participation of students in learning, facing challenging experiences in learning, quick compensation for mistakes, more motivation to learn, the use of different strategies in learning by teachers can increase self-directed learning in students.
