Design the Training Pattern Academic Engagement: Validate with Mixed Method

Document Type : Research Paper

Authors

1 Ph.D. Student in Educational Psychology, Faculty of Humanities, Islamic Azad University, , Sciences and Research Branch, Tehran, Iran

2 Professor, Department of Educational Psychology, Faculty of Humanities, Allameh Tabatabai University, Tehran, Iran

3 Associate Professor, Department of Clinical and General Psychology, Faculty of Humanities, Islamic Azad University, Sciences and Research Branch, Tehran, Iran

4 Assistant Professor, Department of Educational Psychology, Faculty of Humanities, Islamic Azad University, Sciences and Research Branch, Tehran, Iran

Abstract

The purpose of this study is to design and validate an educational model with a combination (qualitative-quantitative). In the qualitative part, the Grounded theory strategy was used, The statistical population was researchers in the field of education. First, a sample of 21 people from this statistical comprehensive were selected by theoretical sampling method. Data were collected by semi-structured interview method. Research in MAXQDA software has become a model for combining educational equipment. Fuzzy Delphi technique was used in a small part to screen the most important identified indicators. The statistical population of this section was education experts, from which 18 people were selected by snowball method. At this stage, a questionnaire was designed based on the pattern of educational activity elements and the experts completed it, thus obtaining quantitative data. It was analyzed by exploratory and confirmatory factor analysis approach by SPSS and Lisrel software. The results showed eight factors affecting students' academic engagement, which include academic motivation, student effort and responsibility, student confidence, purpose and academic planning, academic self-regulation, self-awareness, study strategies, and group learning.

Keywords

References

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Educational and Scholastic studies
Volume 11, Issue 3 - Serial Number 32
January 2023
Pages 664-643

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