Volume 23, Issue 4 (3-2026)
RBS 2026, 23(4): 808-825 |
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Ghalaei B, Shirkhodaei2 M, Jafari hoveyda F. The Mediating Role of Coping Skills in the Relationship Between Achievement Motivation and Academic Engagement With Academic Vitality. RBS 2026; 23 (4) :808-825
URL: http://rbs.mui.ac.ir/article-1-2033-en.html
URL: http://rbs.mui.ac.ir/article-1-2033-en.html
1- Assistant Professor of Psychology, Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamedan, Iran. , b.ghalaei@basu.ac.ir
2- BSc. Student in Psychology, Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.
2- BSc. Student in Psychology, Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.
Abstract: (45 Views)
Aim and Background: Academic vitality is one of the most important variables influencing students’ academic growth and achievement, and identifying its determinants can substantially contribute to students’ educational improvement. The present study aimed to propose a causal model of academic vitality based on individual factors (achievement motivation and academic engagement), with coping skills as a mediating variable.
Methods and Materials: This study was descriptive and employed structural equation modeling (SEM). The statistical population consisted of university students in Hamedan during the 2024–2025 academic year. A sample of 506 students was selected using convenience sampling. Data were collected using the Academic Vitality Scale (Martin & Marsh, 2006), Achievement Motivation Questionnaire (Hermans, 1970), Academic Engagement Questionnaire (Fredricks & Blumenfeld, 2004), and the Coping Skills Questionnaire (Carver et al., 1989). Descriptive statistics (mean and standard deviation) and inferential analyses, including Pearson correlation, regression, SEM, and bootstrapping, were conducted using SPSS (v.27) and LISREL (v.8.8).
Findings: The findings indicated that the proposed mediation model demonstrated an acceptable fit (GFI = .92).
Conclusions: The results confirmed the mediating role of coping skills in the relationship between achievement motivation and academic engagement with academic vitality. Therefore, considering these variables is essential for counselors, therapists, students, and professionals involved in academic counseling.
Methods and Materials: This study was descriptive and employed structural equation modeling (SEM). The statistical population consisted of university students in Hamedan during the 2024–2025 academic year. A sample of 506 students was selected using convenience sampling. Data were collected using the Academic Vitality Scale (Martin & Marsh, 2006), Achievement Motivation Questionnaire (Hermans, 1970), Academic Engagement Questionnaire (Fredricks & Blumenfeld, 2004), and the Coping Skills Questionnaire (Carver et al., 1989). Descriptive statistics (mean and standard deviation) and inferential analyses, including Pearson correlation, regression, SEM, and bootstrapping, were conducted using SPSS (v.27) and LISREL (v.8.8).
Findings: The findings indicated that the proposed mediation model demonstrated an acceptable fit (GFI = .92).
Conclusions: The results confirmed the mediating role of coping skills in the relationship between achievement motivation and academic engagement with academic vitality. Therefore, considering these variables is essential for counselors, therapists, students, and professionals involved in academic counseling.
Type of Study: Research |
Subject:
General
Received: 2025/11/6 | Accepted: 2026/03/1 | Published: 2026/03/1
Received: 2025/11/6 | Accepted: 2026/03/1 | Published: 2026/03/1
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