Causal Model of the Effect of Perception of School on the Academic Engagement of Female Students with a Mediating Role of Achievement Motivation
Subject Areas : Woman and SocietyMina Ebadolahi 1 , Majid Barzegar 2 *
1 - Ph.D. Graduate, Department of Psychology, Faculty of Education and Psychology, Marvdasht Azad University, Marvdasht, Iran
2 - Associate Professor, Department of Psychology, Faculty of Education and Psychology, Marvdasht Azad University, Marvdasht, Iran
Keywords: Perception of school atmosphere, Academic engagement, Achievement motivation, Female students,
Abstract :
Introduction: Academic engagement is one of the most influential variables on students' academic performance and achievement and lack of academic engagement can have irreparable consequences. Therefore, the present study was conducted to investigate the mediating role of achievement motivation in the relationship between perceptions of school atmosphere and academic engagement of female students.
Methods: The research method was correlational modeling of structural equations. The statistical population included all girls of secondary school in Shiraz. The sample group consisted of 257 female students in Shiraz who were selected by cluster random sampling. Measurement instruments were Academic Engagement Questionnaire, Achievement Motivation Questionnaire and Perception Scale of School Atmosphere. Data were analyzed using structural equation modeling. Significance level for all statistical tests was p <0.05.
Findings: The results of structural equation modeling showed that the dimensions of perception of the school atmosphere were positive and significant predictors of achievement motivation. Also, the dimensions of perception of the school atmosphere were positive and significant predictors of academic engagement. In addition, achievement motivation was a significant predictor of students' academic engagement. Finally, the results showed that the dimensions of perception of the school atmosphere through the motivation of progress were able to predict students' academic engagement.
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