Causal Model of Academic Engagement: The Role of Academic Support and Academic Self-Regulation

• Main Authors: fateme azadi dehbidi, mahbobe foolad chang
• Format: Article
• Language: fas
• Published: Islamic Azad University, Tabriz Branch 2019-11-01
• Series: آموزش و ارزشیابی
• Subjects: psychology; academic; academic support; academic self-regulation; academic engagement
• Online Access: http://jinev.iaut.ac.ir/article_670901_10f3f60bc97cba0d8649cced82ef99d7.pdf
• ISSN: 2345-6299; 2476-5627

Academic engagement is a very important topic in psychology that researchers have focussed on recently. The purpose of this study was to investigate the relation of academic support to academic engagement by mediation of academic self-regulation. The research was a correlation design. Participants were 292 high school students (115 boys and 177 girls) from Sepidan selected using multistage random cluster sampling method. They completed academic support scale Sands & Plankt academic engagement scale Reeve & Teseng and academic self-regulation scale Buffard et al. Data were analyzed using Structural Equation Modeling in AMOS. The results showed that the model of this research has a suitable fitness. According to the finding, academic support and academic self-regulation had a direct and positive effect on academic engagement. Also, academic support had a direct and positive effect on academic self-regulation. The results of Bootstrup test showed that academic self-regulation has a mediating role in the relation of academic support to academic engagement. It means, academic support predicts positively academic engagement by mediation of academic self-regulation. Accordingly, it can be claimed that supportive resources increase academic engagement among students through promoting their self-regulation levels.