Document Type : Research Paper
Authors
1 Phd Counseling, Assistant Professor, Department of Counseling, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran.
2 Assistant Professor ,Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889,Tehran, Iran
3 Master of Family Counseling, Department of Counseling, Refah University
Abstract
Academic engagement is one of the most critical factors influencing students' academic achievement, determining their motivation and active participation in the learning process. In educational systems, identifying the sources and barriers of academic engagement is essential for enhancing learning quality and implementing effective educational planning. The present study aimed to explore high school students’ lived experiences regarding the sources and barriers of academic engagement. This study was conducted within a qualitative framework using a descriptive phenomenological approach. The research field included high school students residing in Tehran in 2025 who demonstrated indicators of academic engagement. Purposeful sampling continued until data saturation was reached, with the twelfth interview marking the endpoint of participant selection. Data were collected through in-depth semi-structured interviews and analyzed using Colaizzi’s seven-step method (1978). To enhance the credibility of the findings, participant validation and peer review were employed. The analysis revealed that the barriers to academic engagement included “undirected learning environments, devaluation and hopelessness, harmful relationships, inhibitory attitudinal dynamics, and inhibitory performance dynamics,” whereas the sources of academic engagement comprised “directed learning environments, valorization and hopefulness, growth-promoting relationships, engagement-enhancing attitudinal dynamics, and engagement-enhancing performance dynamics.” The findings indicate that academic engagement is a multidimensional and dynamic process shaped by the interaction of environmental, cognitive, and motivational factors. Educational interventions should be designed considering these interactions, and educational planning at various levels should emphasize the strengthening of academic engagement resources.
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