چکیده:
Purpose: The aim of this study was to investigate the causal pattern of perceived competence on psychological capital mediated by the academic emotions of 10th grade male high school students in Tehran.
Methodology: The research method was applied in terms of purpose, quantitative approach, cross-sectional in terms of data collection time and correlational in terms of research method. The statistical population of this study consisted of all tenth grade male students of the second year of high school in Tehran in the academic year 2019-20, from which 510 people were selected by multi-stage cluster random sampling. In this study, the tools of perceived competence (De Perna and Elliott, 2000), psychological capital (Lutans, 2011) and academic excitement (Pekrun, et al., 2005) were used, all of which had acceptable validity and reliability. SPSS-V23 and Amos-V8.8 software were used to analyze the data. Structural equation modeling was also used to answer the research hypotheses.
Findings: The research findings showed that the model has a good fit. The results showed that perceived competence has an effect on psychological capital in students. Academic excitement affects the psychological capital of students. Perceived competence also affects psychological capital through the mediation of academic emotions.
Conclusion: Therefore, it can be said that increasing psychological capital and perceived competence can improve the academic excitement in students.
خلاصه ماشینی:
The emergence of positive psychology has led to significant developments and penetrating and effective research in various fields of behavioral sciences, including studies on various issues of students (Bae, 2019).
According to research, academic competence, which is the level of abilities and skills for learning, can be related to emotional, cognitive and family-social factors (Nurkan, 2020).
A society where individuals can grow and prosper and achieve the prosperity and evolution that is the main goal of creation, Therefore, conducting this research can be effective as a new topic for understanding the issue of academic motivation and related prerequisite factors, and provide guidelines for identifying and increasing perceived competence, psychological capital, and excitement of progress in students.
According to the above-mentioned issues, the researcher in this study seeks to address this issue: What effect does perceived competence have on psychological capital mediated by the academic emotions of high school students in Tehran?
4. Discussion The aim of this study was to explain the causal pattern of perceived competence on psychological capital mediated by the educational emotions of 10th grade male high school students in Tehran.
The results showed that the hypothesis related to the indirect effect of perceived competence on students' psychological capital due to academic excitement was confirmed with 95% confidence.
In Weeks et al (2016) study entitled Emotional-social conditions and academic competence, the role of self-efficacy mediation was performed on 369 students.