Designing a Model for Diabetic Students’ Academic Interest

Students’ academic interest as a psychosocial indicator and variable has a positive role to play in education and learning. Therefore, it can significantly affect the output of educational organizations. In this regard, a strong relationship is observed between academic interest and job satisfaction. Consequently, the present study aimed to propose a model of students’ academic interest influenced by teachers’ demographic characteristics with the mediating role of learning strategies among diabetic students.

The statistical population included male and female diabetic high school students aged 14-17 years in Zabol, Iran, in the 2021-22 academic year. Out of this population, 89 students were selected as the sample using the census method. The data collection tools included the Motivated Strategies for Learning Questionnaire by Pintrich and de Groot (1990), Holland Code Test, and a researcher-made form to assess the teachers’ demographic information. Data analysis was performed using Structural Equation Modeling in Smart PLS2.

Based on the results, teachers’ age and experience had positive effects on academic interest. In this regard, the age of teachers had an impact factor of 5.670 with the mediating role of learning. Therefore, learning strategies strengthened the positive effects of teachers’ ages on students’ academic interests.

As evidenced by the results of this study, improving learning strategies and making plans to achieve this goal can significantly influence students’ thinking patterns and interests by focusing on teacher empowerment.