Developing a Causal Model of Academic Engagement Based on the Perception of Classroom Structure and Emotional Self-regulation with the Mediating Role of Academic Self-efficacy

Abstract

Background: Engaging students and focusing their attention on subjects has always been one of the most important challenges of teaching. Objectives: Was to develop a causal model of academic engagement based on the perception of classroom structure and emotional self-regulation with the mediating role of academic self-efficacy in female students of the second period of high school in districts 1 and 2 of Sanandaj city in the academic year of 2021 - 2022. Methods: The descriptive research method was correlation and structural equation model. 500 students were selected from the mentioned population using cluster sampling method. Reeve et al.'s Academic Engagement Questionnaires, Blackburn's (1998) classroom structure perception, Hoffman and Kashdan's emotional self-regulation, and Morgan and Jinks' academic self-efficacy questionnaires were used as measurement tools. Data analysis was done with SPSS-19 and Smart-PLS-3 software. Results: The findings showed the indirect and significant effect of perception of classroom structure and emotional self-regulation on academic engagement through academic self-efficacy. In other words, the findings showed that the perception of classroom structure and emotional self-regulation has a direct and significant effect on academic self-efficacy and academic self-efficacy on academic engagement. Also, perception of classroom structure and emotional self-regulation have a significant and direct effect on academic engagement. Conclusions: The results of the present study showed that, in general, the perception of classroom structure and emotional self-regulation can be a suitable predictor for students' academic engagement through their academic self-efficacy.