The Causal Relationship Between of Perceived Teacher Affective Support with English Performance Mediated by Academic Enjoy, Academic Self-Efficacy and Self-Regulation Strategies

  • Hakim Sahaghi Department of Psychology and Educational Sciences, ShahidChamran University, Ahvaz
  • Sirous Allipour Department of Psychology and Educational Sciences, ShahidChamran University, Ahvaz
Keywords: Affective support of teacher, English performance, Academic enjoy

Abstract

Current research aims to examine the causal model of the perceived Affective support of teacher with performance in English by mediation of academic Enjoy, self-efficacy and Self-Regulation in the first grade high school male students in Ahvaz by pathway analysis methods. One hundred and eighty first grades of high school male students in Ahvaz were selected using multistage (proportion) sampling method. The results of pathway analysis showed that the exogenous variable of perceived affective support of teacher is not significantly, directly related to endogenous variable of performance in English but is significantly related by mediating of academic enjoy, Self-Efficacy and Self-Regulation.

International Journal of Life Sciences 10 (1) : 2016; 45-50

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Abstract
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PDF
1026
Published
2016-02-10
How to Cite
Sahaghi, H., & Allipour, S. (2016). The Causal Relationship Between of Perceived Teacher Affective Support with English Performance Mediated by Academic Enjoy, Academic Self-Efficacy and Self-Regulation Strategies. International Journal of Life Sciences, 10(1), 45-50. https://doi.org/10.3126/ijls.v10i1.14510
Section
Research Articles