The Impact of the School's Ethical Climate on Academic Engagement with an Emphasis on the Mediating Role of Achievement Emotions in Students

abdolvahabi, Sh., &  Rahimi, H. (2024). The explanation of teacher’s job engagement based on school's ethical climate and quality of work life (study case: teachers in Kashan City). Educ Strategy Med Sci, 17(2), 149-158. http://edcbmj.ir/article-1-2846-fa.html

Afrouz, H., Ejei, J., Hejazi, E., & Moghadamzadeh, A. (2019). Academic engagement in Iranian high school students: A qualitative study. School Psychology Journal, 23(4), Serial No. 92, 354-371. https://www.sid.ir/paper/373416/fa

Ahmadi, S., Hassani, M., & Mousavi, M. (2018). The relationship between the school’s ethical climate, sense of belonging, and academic achievement emotions among students. Ethics in Science and Technology, 13(4), 125-132. http://ethicsjournal.ir/article-1-1275-fa.html

Akarsu, N. & Turhan, M. (2022). The relationship between school moral atmosphere and student engagement in secondary schools. International Journal of Contemporary Educational Research, 9(4), 694-704. http://dx.doi.org/10.33200/ijcer.1060331

Alahmad, A. (2021). The relationship between autonomy-supportive environments and positive achievement emotions in art students: The mediating role of achievement goals. Master's thesis, Ferdowsi University of Mashhad.

Amiri, L., Ebrahimi Moghaddam, H., & Babakhani, N. (2019). A structural model for predicting academic engagement based on cognitive ability and socio-economic status with the mediation of academic enthusiasm. Psychological Sciences Journal, 18(74), 215-222. http://psychologicalscience.ir/article-1-305-fa.html

Birtch, T. A., & Chiang, F. F. T. (2014). The Influence of Business School’s Ethical Climate on Students’ Unethical Behavior. Journal of Business Ethics, 123(2), 283-294. http://dx.doi.org/10.1007/s10551-013-1795-y

Boasaghi, M., Haji Yekchali, A., & Morvati, Z. (2016). The causal relationship between teacher self-efficacy and student academic performance mediated by classroom management and teaching approaches. Journal of Learning and Teaching Studies, 8(1), Serial No. 70, 1-26. https://doi.org/10.22099/jsli.2016.3821

Bolagh, M. (2021). The effect of autonomy and control teaching styles on academic engagement and school bonding in students. Master's thesis, Sistan and Baluchestan University.

Camacho-Morlesa J., Slemp G.R., Oades L.G Morrish L., Scoular C. (2019). The role of achievement emotions in the collaborative problem-solving ,performance of adolescents. Learning and Individual Differences,70(3), 169-181. http://dx.doi.org/10.1016/j.lindif.2019.02.005

Emamgholivand, F., Kadivar, P., & Pasha Sharifi, H. (2019). Predicting happiness and creativity based on school climate with the mediation of academic engagement and emotional-social competence in high school girls. Educational Psychology Quarterly, 15(52), 155-181. https://doi.org/10.22054/jep.2019.34325.2350

Fakharian,J.,  Yaghoubi, A.,  Zargham Hajbi,M., & Mohagheghi. H. (2020). Predicting students' academic vitality based on family emotional climate, academic engagement, and academic self-efficacy. Journal of the Faculty of Medicine, Mashhad University of Medical Sciences, 63(2). https://www.sid.ir/paper/950405/fa

Fallahi, M. (2022). The effect of school culture on psychological well-being with the mediating role of narcissism and achievement emotions in primary school students. Master's thesis, Mehr Arvand Higher Education Institute.

Glaser-zikuda, M., Stuchikova, I; & Janik, T. (2013). Emotional aspects of learning and teaching: reviewing the field − discussing the issues, Orbis Scholae, 7 (2) 7−22. http://dx.doi.org/10.14712/23363177.2015.18

Habibnejad Soufi, K. (2020). The mediating role of academic self-concept in the relationship between the school’s ethical climate and students' sense of belonging. Master's thesis, Payame Noor University, Urmia Branch.

Heidariani, L., Ghadampour, E., & Abbasi, M. (2022). The causal relationship between the school’s climate and health-oriented academic lifestyle behaviors mediated by academic engagement. Psychological Growth Journal, 11(1), 93-101. https://dor.isc.ac/dor/20.1001.1.2383353.1401.11.1.9.6

Jafat Thajil, Z. (2021). Correlation between teacher feedback perception, classroom achievement emotions, and second language learning among Iraqi students. Master's thesis, Imam Reza International University.

King, Ronnel B  & Datu, Jesus Alfonso D. (2018). Grateful students are motivated, engaged, and successful in school: Cross-sectional, longitudinal, and experimental evidence. Sch Psychol 70:105-122. https://doi.org/10.1016/j.jsp.2018.08.001

Larson, A. G., Morris, K. J., Juckett, M. B., Coe, C. L., Broman, A. T., & Costanzo, E. S. (2019). Mindfulness, Experiential Avoidance, and Recovery From Hematopoietic Stem Cell Transplantation. Annals of behavioral medicine : a publication of the Society of Behavioral Medicine, 53(10), 886–895. https://doi.org/10.1093/abm/kay097

Moeller, J. Brackett, M.A. Ivcevic, Z. White, A.E.(2020). High school students’ feelings: discoveries from a large national survey and an experience sampling study Learn. InStruct. 66(10):1-24. http://dx.doi.org/10.31219/osf.io/f3k87

Mohammadi Siyah Kamari, F., &  Amiri, H. (2017). The relationship between academic emotions and academic engagement in junior high school students in Kermanshah.. The Third International Conference on Applied Research in Educational Sciences and Behavioral Studies and Social Harms of Iran, Tehran, Iran. https://civilica.com/doc/739119

Ouweneel, E; Le Blanc, P.M; & schaufeli, W.B. (2014). On being grateful and kind: Results of two randomized controlled trials on study- related emotions and academic engagement. Journal of Psychology, 148, (1), 37-60. https://doi.org/10.1080/00223980.2012.742854

 

 

Parsaei, I., Saadipour, E., Dartaj, F., & Asadzadeh, H. (2018). Evaluation of a structural model of achievement motivation based on the school’s ethical climate and academic values mediated by meta-emotions in students. Child Mental Health Quarterly, 5(4), 110-121. https://civilica.com/doc/1278283/

Pekrun, R. (2006). The control-value theory of achievement emotions:Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. https://psycnet.apa.org/doi/10.1007/s10648-006-9029-9

Pirani, A., Yarahmaddi, Y., Ahmaddian, H., & Pirani, Z. (2018). A structural model of academic engagement based on achievement goals and self-regulation with the mediation of academic motivation in female high school students in Ilam. Educational innovations, 17(3), 149-172. https://noavaryedu.oerp.ir/article_82391.html

Sadeghi, M., &  Biranvand, Z. (2017). The effect of group positivity training on school bonding in female junior high school students. Positive Psychology Research Paper, 3(2), 19-36. https://doi.org/10.22108/ppls.2018.100872.1009

Shirzadi, M., & Sheikh-Islami, R. (2021). The ethical climate of education: The mediating role of academic engagement in the relationship between academic motivation and academic climate avoidance. Ethics in Science and Technology, 16(1), 51-59. https://www.sid.ir/paper/960022/fa

Tan J, Mao J, Jiang Y, Gao M.(2021). The Influence of Academic Emotions on Learning Effects: A Systematic Review. Int J Environ Res Public Health.Sep 14;18(18):78-98.

ThapaA,  Cohen  J,  Higgins-D’Alessandro  A,Guffey  S.  (2012).  School  climate  research summary. USA: National School Climate Center.

Unal, Z., et al. (2014). The role of academic emotions in fostering positive psychology interventions. Positive Psychology Journal.

Vakili, S., Naghash, Z., & Ramazani Khamsi, Z. (2018). The mediating role of academic engagement in the relationship between academic emotions and achievement. Educational Systems Research, 12(1), 615-627. https://www.jiera.ir/article_65017.html

Wang, Y. D. (2012). Organizational ethical climate, perceived organizational support, andemployee silence: A cross-level investigation. Human Relations,66(6), 783-802. http://dx.doi.org/10.1177/0018726712460706

Zhang, J., Zhu, Q., & Wang, Y. (2019). Social capital on consumer knowledge-sharing in virtual brand communities: the mediating effect of pan-family consciousness. Sustainability, 11(2), 339. http://dx.doi.org/10.3390/su11020339