Document Type : Original Article
Authors
1
Ph.D. Department of Psychology, Malayer University, Malayer, Iran.University, Malayer, Iran
2
Ph.D. in Measurement and Measurement (Psychometrics), Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran.
3
PhD in Psychology, Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran.
10.22034/ppj.2024.2028668.1028
Abstract
The current research was an attempt to investigate the capability of academic competence of adolescents model based on adolescent perception of parenting methods, self-impairment, procrastination, vitality, and academic motivation with the mediating role of problem-solving perception. The study was based on the philosophy of positivism and adopted an inductive approach with practical goals, and used field studies and descriptive correlation method. Also, it used quantitative method of data collection, and, it is of the structural equation modeling regarding its statistical analysis. The statistical population of the study included all the teenagers studying in Arak, Iran in the age range of 15 to 18. In this research, 573 people were selected in 2019 using available sampling. The instruments includes the Academic Competence Evaluation Scales by Diperna and Elliott (1999), Problem Solving Inventory by Hepner and Peterson (1988), and the Academic Vitality Questionnaire by Dehghanizadeh and Hossein Chari (2002), Hermans's Prestatie Motivatie Test (Hermans, 1970), Solomon and Rothblum's Academic Procrastination Scale (2001), Perceived Parenting Style Scale by Divya & Manikandan (2013), and Self-handicapping Scale (Midgley and Urdan, 2001). Amos v. 24 and R software v. 4.0.2 (Lavaan, Eenergy, RVAideMemoire Package) were used for statistical analyses. The results showed that the predictor variables play a significant role in explaining the variance of academic competence. Meanwhile, perception of problem solving with the highest direct effect (0.67) and the perception of parenting methods with a direct and indirect effect of 0.79 play a significant role in explaining the changes related to academic competence.
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