Parisa Tajalli; Zahra Taghizadeh Shideh; Zohreh Sadeghi Afjeh
Abstract
Purpose: Present research was conducted with aim of modeling of academic engagement based on school climate and quality of life with mediated self-regulation in students. Methodology: This study was cross-sectional from type of correlation. The study population was female high school students of Tehran ...
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Purpose: Present research was conducted with aim of modeling of academic engagement based on school climate and quality of life with mediated self-regulation in students. Methodology: This study was cross-sectional from type of correlation. The study population was female high school students of Tehran city in the 2019-20 academic years. The research sample was 350 students who were selected by multi-stage cluster sampling method. In addition to the demographic information form, to collect data were used the questionnaires of academic engagement (Fredericks & et al, 2004), school climate (Lee & et al, 2017), quality of life (War & Sherbourne, 1992) and self-regulation (Bouffard & et al, 1995). Data were analyzed by structural equation modeling method in SPSS-22 and LISREL-8.8 software. Findings: The results showed that the mode of academic engagement based on school climate and quality of life with mediated self-regulation in students had a good fit. Also, school climate had a direct and significant effect on self-regulation and academic engagement, quality of life had a direct and significant effect on academic engagement and self-regulation had a direct and significant effect on academic engagement (p < 0.05), but quality of life had not a significant effect on self-regulation (P>0.05). Other results showed that the school climate with mediated self-regulation had an indirect and significant effect on academic engagement (p < 0.05), but the quality of life with mediated by self-regulated had no significant effect on academic engagement (P>0.05). Conclusion: According to the results, to improve students' academic engagement can be done by improving their school climate, quality of life and self-regulation.
