Designing a Model to Promote Academic Enthusiasm Among High School Students in Ilam Province
Keywords:
Students' sense of belonging, academic enthusiasm, high school students in Ilam provinceAbstract
The present study aimed to design and validate a model for promoting academic enthusiasm among high school students in Ilam Province. This applied study employed a mixed-methods design combining qualitative and quantitative approaches. In the qualitative phase, data were collected through semi-structured interviews with 15 experts in education and educational management selected through purposive sampling based on theoretical saturation. The qualitative data were analyzed using content analysis and theoretical coding procedures. In the quantitative phase, the statistical population consisted of female high school teachers in Ilam Province during the 2026 academic year, from whom 240 participants were selected using cluster-stratified sampling. Data were collected using a researcher-made 57-item questionnaire developed based on the qualitative findings and scored on a five-point Likert scale. Qualitative data were analyzed through open, axial, and selective coding, while quantitative data were analyzed using one-sample t-tests, Friedman ranking tests, confirmatory factor analysis, and structural equation modeling in AMOS-21. The qualitative findings led to the identification of 55 themes categorized into 15 major components of academic enthusiasm. Results of the one-sample t-test demonstrated that academic enthusiasm and all of its dimensions were significantly below the theoretical mean and therefore considered undesirable among high school students in Ilam Province (P<0.001). Friedman ranking analysis indicated that attachment and sense of belonging ranked first (Mean Rank=8.84), followed by effort and perseverance (Mean Rank=8.80), and responsibility and academic ethics (Mean Rank=8.67). Moreover, the highest factor loading was related to interaction with teachers and peers (λ=0.71, P<0.001), whereas the lowest factor loading belonged to goal setting and future perspective (λ=0.25, P<0.001). Model fit indices including CFI=0.96, GFI=0.92, and RMSEA=0.09 confirmed the acceptable fit of the proposed model. The findings indicated that academic enthusiasm is influenced by a combination of cognitive, emotional, behavioral, and social factors. Enhancing students’ academic enthusiasm requires simultaneous attention to educational interactions, school belongingness, intrinsic motivation, responsibility, and active participation in learning activities. The proposed model can serve as a practical framework for educational policymakers, school administrators, and counselors to improve learning quality and reduce academic disengagement among students.
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Copyright (c) 2025 Leyli Jaberi (Author); Mohamad Behroozi; Felaknaz Atashi, Fakhteh Mahini (Author)
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