Constructivist Model of The Relationships Between Self- Motivation, Emotional Regulation and Academic Determination in Students of Stem Schools of Science and Technology

Abbas, Ateiat Abbas Mohamed

doi:10.21608/jsrep.2025.437817

Constructivist Model of The Relationships Between Self- Motivation, Emotional Regulation and Academic Determination in Students of Stem Schools of Science and Technology

Document Type : Original Article

Author

Ateiat Abbas Mohamed Abbas

Lecturer of Psychology, Faculty of Humanities. Tefahna Al-Ashraf - Dakahlia - Al-Azhar University - Arab Republic of Egypt

10.21608/jsrep.2025.437817

Abstract

The current study aimed to reveal the relationship between self-vitalization and both emotional regulation and academic determination, and aimed to know the relationship between emotional regulation and academic determination, and to reveal the possibility of predicting emotional regulation and academic determination through self-vitalization, and to identify the structural model of the relationships and direct, indirect and total effects between self-vitalization, emotional regulation and academic determination, The study sample consisted of (150) male and female students enrolled in Stem Schools of Science and Technology in Tanta, Gharbia Governorate, and Zagazig, Sharqia Governorate, ranging in age from (15-18) years, with a mean age of (16. 34) and a standard deviation of (16. 34) and standard deviation (1.89), and the study used the self-vitality scale prepared by the researcher, and the emotional regulation scale: Prepared by Garnefski & Kraaij, 2007 The researcher's localization, and the Academic Determination Scale: The results revealed that there is a statistically significant positive relationship between the dimensions of the self-vitality scale and the total score and the dimensions of the emotional regulation scale, a statistically significant positive relationship between the dimensions of the self-vitality scale and the total score and the dimensions of the academic determination scale and the total score, and a statistically significant positive relationship between the dimensions of the academic determination scale and the total score and the dimensions of the emotional regulation scaleEmotional regulation can be predicted by self-motivation, academic determination can be predicted by self-motivation, there are no statistically significant differences in the dimensions of self-motivation according to the interaction of the variables of gender (male, female), and class (first/second/third), There is a structural model that explains the relationship (direct, indirect and total effects) between self-vitality (as an independent variable), emotional regulation (as a mediating factor) and academic determination (as a dependent variable) among the sample of students from Stem Schools for Science and Technology.

Keywords

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