The Structural model of relations between academic emotions, academic engagement, learning strategies  and academic achievement for students  of King Khalid University.

doi:10.21608/jedu.2017.74980

The Structural model of relations between academic emotions, academic engagement, learning strategies and academic achievement for students of King Khalid University.

10.21608/jedu.2017.74980

Abstract

The aims of current study is development Structural model of relations between academic emotions, academic engagement, learning strategies and academic achievement, and to identify the interrelationships between the academic emotions and the following: the academic engagement, learning strategies and academic achievement of the university students. Students Participants were 172 undergraduate students (70 female, 72 male, M = 20.33 years, SD, 2.17) completed measures of Academic Emotion Questionnaire and Academic engagement scale and learning strategies scale. The results show: The empirical data supported the validity of the proposed structural model of the direct and indirect relationships and influences between academic emotions, academic engagement, learning strategies and academic achievement. The results also showed positive correlations between the positive academic emotions and the following: academic engagement, learning strategies and academic achievement, negative correlations between negative academic emotions, academic engagement, learning strategies and academic achievement.

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