Designing a model of academic depression based on the psychological-social atmosphere of the class With the mediation of motivational self-regulation among 10th grade female students

Abstract

Background and Aim: Academic activities require academic enthusiasm and motivation that sometimes students show a kind of disillusionment in doing homework and in fact this issue is very important in the path of their academic achievement, therefore, the main purpose of this study was to design a model of academic distress based on the psychosocial atmosphere of the class with motivational self-regulation mediation. Methods: The research method was descriptive correlational and the statistical population consisted of female students in the 10th grade of high schools in District 2 of Arak in the academic year 2021-2022. The sample size was determined by modeling method of 300 people who were selected by cluster random sampling method. Data collection tools were: Pekran Academic Distress Questionnaire (2005), Misho Class Psychosocial Climate (1985), Boufard Self-Regulation Questionnaire (1995). Data analysis method was the exploitation of descriptive statistics indicators, structural equations including path analysis, t-statistics, bootstrap and sobel. In this regard, PLS software was used. Results: The results showed that academic disillusionment based on psychosocial climate with motivational self-regulation mediation with coefficient of -0.681 at the level (P<0.05), It is fitting that by increasing the psychosocial climate with the mediation of motivational self-regulation, academic heartache decreases by 0.681, so the model of academic heartache based on the psychosocial atmosphere of the class is mediated by the mediator. Gray himself has fitted motivational discipline. This fit had an indirect effect equivalent to -0.532 coefficient. Conclusion: Based on the results, it can be concluded that psychosocial climate has a significant relationship with academic distress directly and through the mediation of motivational self-regulation, and therefore, educational system planners can pay attention to these relationships and make teachers more aware of these results.