A Causal Model of Learning Achievement and Psychological Well-being of Grade Nine Students with Self-concept Clarity as a Moderator of an Effect of Conscientiousness on Grit
Keywords:
learning achievement, psychological well-being, self-concept clarity, causal model, moderatorAbstract
This research aimed to develop and validate a causal model of learning achievement and psychological well-being of ninth graders with self-concept clarity as a moderator of an effect of conscientiousness on grit. Research sample consisted of 531 ninth graders in the second semester of academic year 2019 from the secondary educational service area office 40 and 41 selected by stratified random sampling. Data were collected through a self-report questionnaire and analyzed by descriptive statistics and Structural Equation Model using Mplus program.
Research results revealed that the model without moderating effect (baseline model) fitted the empirical data. All effect in the baseline model was significant at .05. After adding moderating effect of self-concept clarity on the effect of conscientiousness on grit, the model increasingly fitted the empirical data. All direct effect in the model was significant and self-concept clarity had positive moderating effect on the effect of conscientiousness on grit.
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