mohammadali eslami; fariborz dortaj; esmaeil sadipour; ali delavar
Abstract
In the last few years academic engagement is known as the academic quality indicator and thus it has been considered as one of the goals of higher education. This study is conducted on the causal modeling of academic engagement based on personal and social resources. The study population consisted of ...
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In the last few years academic engagement is known as the academic quality indicator and thus it has been considered as one of the goals of higher education. This study is conducted on the causal modeling of academic engagement based on personal and social resources. The study population consisted of all undergraduate students at Amir Kabir University in Tehran.. The sample group consisted of 375 samples (263 male and 113 female) that were selected randomly from the population. To collect data the academic engagement question, the subscales of optimism, self-esteem, supported academic performance, supportive relationships with peers and family health- support of Trauma Resilience Scale by Madsen and academic Self-Efficacy Scale of Breso et al were used. Data analysis showed that supported academic performance, self-esteem and academic self-efficacy directly affect academic engagement. Also social resources (supported academic performance, Supportive relationships with peers and family support) were indirectly associated with academic engagement through personal resources (self-efficacy, optimism and self-esteem). In general the present study predicts about 33% of the variance in academic engagement. The analysis of model validation indicators indicated the suitability and sufficiency of the final model.
