Investigation of the Efficacy of Motivational Educational-Attachment to School Package on Academic Aggression and Academic Performance among 10th Grade Female Students

Document Type : Research Article

Authors

1 Ph.D of Educational Psychology, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran

2 Assistant Professor, Department of Educational sciences, Islamic Azad University of Isfahan (Khorasgan) Branch, Isfahan, Iran

3 Assistant Professor, Department of psychology, Islamic Azad University of Isfahan (Khorasgan) Branch, Isfahan, Iran.

Abstract

Objective: The aim of this study was to investigate the effectiveness of motivational-attachment educational package on school, on aggression and academic performance of 10th grade female students in Isfahan.
Method: This was a quasi-experimental study with pre-test design, post-test with control group and 3-month follow-up. The statistical population of the study consisted of 10th grade female students in Isfahan in the academic year 2019-2020. To select a sample by available sampling method, 36 people who agreed to participate in the study were randomly divided into two groups (18 people) experimental and control. The instruments used included Ahvaz Zahedifar, Najarian and Shekarkan Aggression Questionnaire (2000) and Pham and Taylor Academic Performance Questionnaire (1999). Data were analyzed using SPSS software version 25 and analysis of covariance. The significance level of the tests in this study was considered equal to 0.05.
Results: In the variables of aggression and academic performance, the effect of the group was 0.651, (F = 63.52) and 0.732, (F = 92.84) due to group changes, the main effect of time was 0.730 (91 = 86.86). F) and 0.931, (F = 146.28) due to research stages and the interaction of group and time 0.812, (F = 146.55) and 0.951, (F = 661.81) were significant at the level of p<0.05.
Conclusion: Reducing aggression in students is possible by teaching motivational-attachment package to school, and consequently, students' academic performance can be improved.

Keywords

Main Subjects

References

Abolghasemi, A., & Narimani, M. (2005). Psychological Tests. Ardabil: Bagh Rezvan Publications, First edition. [In Persian]
Adamma, O. N., Ekwutosim, O. P., & Unamba, E. C. H. (2018). Influence of Extrinsic and Intrinsic Motivation on Pupils Academic Performance in Mathematics. Supremum Journal of Mathematics Education, 2(2), 52-59.
Asarta, C. J., & Schmidt, J. R. (2017). Comparing Student Performance in Blended and Traditional Courses: Does Prior Academic Achievement Matter?, Journal of the Internet and Higher Education, 32, 29-38.
Atashrooz, B., Naderi, F., Pasha, R., Eftekhar Saadi, Z., & Asgari, P. (2018). The Impact of MUSIC® Model of Motivation on Academic Motivation, Educational Engagement and Mathematic Academic Performance of Dezfoul Secondary School Students. Quarterly Journal of Educational Innovations, 17(2), 129-150. [In Persian]
Attride-Stirling, J. (2001). Thematic Networks: an Analytic Tool for Qualitative Research. Journal of Qualitative Research, 1(3), 385-405.
Bashiri, S., & Kizoori, A. H. (2018). Investigating the Relationship between the Source of Control and Students Academic Motivation with the Mediating Role of the Quality of Teacher-Student Relationships in Female Students of the Second Year of Primary School in Sabzevar. Third International Management Conference of Dynamic, Accounting and Auditing, 2018 November 2, Tehran, Iran. [In Persian]
Butler, L., & Shibaz, L. (2014). Striving to Connect and Striving to Learn: Influences of Relational and Mastery Goals for Teaching on Teacher Behaviors and Student Interest and Help Seeking. Journal of Educational Research, 65, 41-53.
Catalano, R. F., Haggerty, K. P., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The Influence of Bonding to School for Healthy Development: Findings from the Social Development Research Group. Journal of School Health, 74(7), 252-261.
De-Silva, A. D. A., Khatibi, A., & Azam, S. F. (2018). Effect of Motivation on Secondary School Students’ Performance in Science: an Empirical Study in Sri Lanka. SAARC Journal of Educational Research, 12, 54-75.
Dortaj, F. (2004). Investigating the Effect of Mental Simulation of Process and Outcome in Improving Students Academic Performance (Construction and Standardization of Academic Performance Test). PhD Dissertation, Allameh Tabatabayi University of Tehran, Iran. [In Persian]
Ersanli, C. Y. (2015). The Relationship between Students’ Academic Self-efficacy and Language Learning Motivation: A Study of 8th Graders. Journal of Social and Behavioral Sciences, 199, 472-478.
Eslami Harandi, F., Karimi, F., & Nadi, M. A. (2020). Identifying the Components of Educational Justice in Iran's Education. Journal of Research in Educational Science, 13(47), 55-75. doi: 10.22034/jiera.2019.150212.1645. [In Persian]
Fathi Azar, E., Golparvar, F., Mirnasab, M., & Vahedi, SH. (2017). Phenomenological Study of Behavioral Problems in High School Students: Social-Emotional and Academic Challenges. Biannual Journal of Applied Counseling, 6(2), 53-72. doi: 10.22055/JAC.2017.19931.1355. [In Persian]
Fayso, T. (2019). Aggressive Behavior in Secondary Schools of Mesken Woreda: Types, Magnitude and Associated Factors. Journal of Psychology and Behavioral Science, 10(5), 1-8.
Fite, P. J., Rubens, S. L., & Cooley, J. L. (2014). Influence of Contextual Factors on Academic Performance in a Sample of Latino Adolescents: The Moderating Role of School Attachment. Journal of Community Psychology, 42(8), 924-936.
Ganai, M. Y., & Mir, M. A. (2013). A Comparative Study of Adjustment and Academic Achievement of College Students. Journal of Educational Research and Essays, 1(1), 5-8.
Ghadampoor, E., Veiskarami, H., & Alayi Kharaem, R. (2015).  The Relationship between Motivational Beliefs (Self-efficacy, Academic Motivation, Test Anxiety) and Academic Performance. Journal of Educational Psychology Sciences, 12(21), 105-126. [In Persian]
Gholamipoor, M. (2017). The Relationship between Academic Hope and Academic Achievement and Academic Motivation with the Mediating role of Academic Optimism. MSc Thesis, Shahid Bahonar University of Kerman, Iran. [In Persian]
Gholtash, A., Oujinejad, A., & Barzegar, M. (2010). The Effect of Teaching Metacognitive Strategies on Students Academic Performance and Creativity. Journal of Educational Psychology, 1(4), 119-135. [In Persian]
Gray, D. L., Anderman, & E. M., Chang, Y. (2015). Conditional Effects of Mastery Goal Structure on Changes in Students ‘Motivational Beliefs: Need for Cognition Matters. Journal of Learning and Individual Differences, 40, 9-21.
Hashemi, F., Kareshki, H., Tatari, Y., & Hoseini, M. (2014). Validity and Reliability of the APRI Aggression Assessment Scale in Mashhad Adolescents. Journal of Applied Researches in Educational Psychology, 1(2), 46-61. [In Persian]
Heydenberk, R. A., & Heydenberk, W. R. (2005). Increasing Metacognitive Competence through Conflict Resolution. Journal of Education and Urban Society, 37(4), 431-452.
Hill, L. G., Werner, & N. E. (2006). Affiliative Motivation, School Attachment, and Aggression in School. Journal of Psychology in the Schools, 43(2), 231-246.
Hudley, C., Graham, S., & Taylor, A. (2007). Reducing Aggressive Behavior and Increasing Motivation in School: The Evolution of an Intervention to Strengthen School Adjustment. Journal of Educational Psychology, 2(4), 251-260.
Kaplan, B., & Aksel, E. S. (2013). The Investigation of the Relationship between Attachment and Aggressive Behavior of Adolescents. Object Journal of Psychology, 1(1), 21-49.
Kashani, F. (2019). Modeling the Relationship between Perceived Teacher Support and Academic Performance in Mathematics: the Mediating Role of Mathematics Self-efficacy, Intrinsic Motivation and Mathematics Anxiety. MSc Thesis, Kashan University, Iran. [In Persian]
Katic, B. (2018). Violence and Aggression in School Settings. Journal of Wisdom in Education, 8(1), 1-9.
Kayalar, F. (2016). Teacher's Views over the Workout Strategies for Helping Students Motivate Themselves in the Classroom. Journal of educational research, 4(4), 868-877.
Marengo, S. M., Klibert, J., Langhinrichsen-Rohling, J., Warren, J., & Smalley, K. B. (2019). The Relationship of Early Maladaptive Schemas and Anticipated Risky Behaviors in College Students. Journal of Adult Development, 26(3), 190-200.
Mohseni, S., Mirgol, A., & Miri, A. (2018). Investigating the Relationship between Motivational Strategies with Addictive Talent and Student's Aggression. Journal of Nursing Development in Health, 9(2), 45-54. [In Persian]
Momanyi, J. M., Too, J., & Simiyu, C. (2015). Effect of Students’ Age on Academic Motivation and Academic performance among High School Students in Kenya. Asian Journal of Education and e-Learning, 3(5), 337-342.
Onukwufor, J. N. (2013). Physical and Verbal Aggression among Adolescent Secondary School Students in Rivers State of Nigeria. Journal of Education Learning and Development, 1(2), 73-84.
Özbilen, A., Eranıl, K., & Özcan, M. (2018). Investigation of Relationship between High School Students’ Level of School Attachment and Aggression. Journal of Educational Sciences, 10(2), 97-115.
Petrie, K. (2014). The Relationship between School Climate and Student Bullying. Journal of Christian Education, 8(1), 26-35.
Raufelder, D., Sahabandu, D., MartÌnez, G. S., & Escobar, V. (2015). The Mediating Role of Social Relationships in the Association of Adolescent's Individual School Self-concept and their School Engagement, Belonging and Helplessness in School. Journal of Educational Psychology, 35(2), 137–157.
Sağlam, A., & İkiz, F. E. (2017). Examination of the Relationship between Secondary School Students' Tendency to Violence and their Level of Commitment. Journal of Elementary Education Online, 16(3), 1235-1246.
Sahaya-saila, T. (2013). Psychological Counseling Needs and Academic Achievement of Students at the Secondary Level. Journal of Learning & Development, 3(3), 154-167.
Samavi, A., & Najjarpourian, S. (2019). The Causal Relationship between Internal Motivation, Academic Engagement and Academic Self-Regulation with Academic Performance Mediated by Self-Directed Learning in High School Students in Bandar Abbas. Biquarterly Journal of Cognitive Strategies in Learning, 7(12), 47-68. doi: 10.22084/J.PSYCHOGY.2018.15114.1682. [In Persian]
Savi-Çakar, F., & Karataş, Z. (2017). Self-esteem, School Anger and Life Satisfaction as Predictors of Adolescents' Attachment to School. Journal of Education and Science, 42(189), 121-136.
Usán, P. P., Salavera, C., & Teruel. P. (2019). School Motivation, Goal Orientation and Academic Performance in Secondary Education Students. Journal of Psychology Research and Behavior Management, 12, 877-887.
Wentzel, K. R., Battle. A., Russell, S. H. L., & Looney, L. B. (2010). Social Supports from Teachers and Peers as Predictors of Academic and Social Motivation. Journal of Contemporary Educational Psychology, 35(3), 193-202.
Zahedifar, SH., Najjarian, B., & Shokrkon, H. (2000). Construction and Validation of a Scale for Measurement of Aggression. Journal of Educational Sciences, 7(1), 73-102. doi: 10.22055/EDUS.2000.16084. [In Persian]
Biquarterly Journal of Cognitive Strategies in Learning
Volume 10, Issue 19
December 2022
Pages 61-81

Files

Share

How to cite

Statistics