Investigating the Effect of Achievement Motivation Moderator on the Relationship Between Developmental Assets and High-Risk Behavior in Undergraduate Students

Monazamitabar, Aliasghar; Hashemianfar, Ali; Esmaili, Reza

Volume 12 - Articles-1401 MEJDS (2022) 12: 29 | Back to browse issues page

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Monazamitabar A, Hashemianfar A, Esmaili R. Investigating the Effect of Achievement Motivation Moderator on the Relationship Between Developmental Assets and High-Risk Behavior in Undergraduate Students. MEJDS 2022; 12 :29-29
URL: http://jdisabilstud.org/article-1-2444-en.html

Investigating the Effect of Achievement Motivation Moderator on the Relationship Between Developmental Assets and High-Risk Behavior in Undergraduate Students

Aliasghar Monazamitabar¹

, Ali Hashemianfar ^*²

, Reza Esmaili³

1- Department of Sociology, Dehaghan Branch, Islamic Azad University
2- Department of Social Sciences, Faculty of Literature and Humanities, University of Isfahan
3- Department of Cultural Management, Isfahan Branch, Islamic Azad University

Abstract: (1051 Views)

Background & Objectives: High–risk behavior is the most important factor in endangering family health, and consequently, community health. High–risk behavior increases the likelihood of negative and destructive physical, psychological, and social consequences for a person in the future. Today, the emergence of high–risk behavior among young people and students is one of the most important issues and social problems. Despite many efforts made in recent decades to increase the awareness of celebrities about the consequences of their behavior, the trend for high–risk behavior has continued to increase. Developmental assets are important factors in preventing high–risk behavior among young people. Achievement motivation is an individual and social concept of positive change which is very important in the positive development of young people. The present study was conducted to investigate the effect of the moderating variable of achievement motivation on the relationship between developmental assets and high–risk behavior in undergraduate students of universities in Hamadan City, Iran.
Methods: The present study was a cross–sectional and correlational study, conducted by structural equation modeling and partial least squares method. The statistical population included all 18 to 24 years old undergraduate students studying in universities (state and private) in Hamadan during the academic year of 2019–2020. The sample size was determined by Kline criterion. A total of 530 students were randomly selected among state universities of Bu Ali Sina University and Hamadan University of Medical Sciences and private Islamic Azad university of Hamadan using multi–stage cluster sampling method. Being a bachelor student, aged between 18 to 24 years and having consent to participate in the study were considered as inclusion criteria of the study. Data collection tools included Students’ Deviant Behavior Scale (Aliverdinia & Younesi, 2015), Developmental Assets Profile (Minnesota Research Institute, 2005), and Thriving Scale (Minnesota Research Institute, 2002). Questionnaires with incomplete information were excluded from the data. Finally, 486 questionnaires were considered for data analysis. Data were analyzed in SPSS–24 and SmartPLS–3 software by structural equation modeling with a variance–based approach at a significance level of 0.05.
Results: based on our results, developmental assets have a direct negative relationship on high–risk behavior (b=–0.378, p<0.001) and achievement motivation has a positive moderating effect on this relationship (b=0.303, p<0.001). In total, the variables in the structural equation model could explain 39.7% of changes in high–risk behavior. The measurement model of the research was reflective–reflective and had a suitable quality due to having Q2 values greater than zero. The AVE value for variables was more than 0.5 and all items of the questionnaire had a factor load higher than 0.4. Therefore, the convergent validity of the measurement model at the agent level (latent variable) and the representative level (items) was confirmed. Also, after examining the Fornell and Larcker criteria, the HTMT ratio and transverse load test, the discriminative validity of measurement model was confirmed at both agent and representative levels. The Cronbach alpha value for most variables was higher than 0.7 and the composite reliability value of all variables was more than 0.7. Thus, the measurement model had a fit. Stone–Geisser Q² value was positive, R2 value was moderate to high, effect size index (f2) of developmental assets on high–risk behavior was moderate to high, and redundancy index was obtained at optimal level, indicating a good fit of the structural model. Also, the good fit indices of the whole model had a good fit (SRMR=0.067, GOF=0.432).
Conclusion: Based on the results of this study, developmental assets are more effective in reducing the high–risk behavior of students, who have more achievement motivation.

Keywords: Developmental assets, High–risk behavior, Achievement motivation, Thriving

Full-Text [PDF 690 kb] (520 Downloads)

Type of Study: Original Research Article | Subject: Social Sciences

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