Rooyesh-e- Ravanshenasi Journal(RRJ)

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The aim of the present study was the relationship between  meaning in life and academic engagement with acdemic well being in the first prieod of high school students of Izeh city in academic year of 2015-2016. This was descriptive, correlational study. The statistical population cosisted of all students studying in Izeh city in academic year of 2015-2016, that from among them 389 individuals were selected based on cochran formula and in the way of statified random sampling method as sample of study. Data collection tools included  meaning in life questionnaire (Steger & et al, 2006), Academic engagement questionnaire (Schafeli & et al, 2002) and acdemic wellbeing questionnaire (Pietarinen & et al, 2014). To analyze the data, descriptive statistical methods (mean and standard deviation) and inferential statistics (Pearson correlation coefficient and simultaneous multiple regression analysis) were used. the result of Pearson correlation coefficient indicated that ther was a negative and significant relationship between meaning in life and academic engagement with academic well being  (P<0/01). Also meaning in life and academic engagement perdicted %14 of the variance in academic well being. Therefor, one of the necessities of education is noticing to the structures of academic engagement and the meaning of life.

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The purpose of this study was to explain a model for predicting student engagement through social recognition functions and the central role of progress goals. The research method was descriptive correlational. The population of the study consisted of high school girl students in the 3rd district of Tehran, randomly selected by random cluster sampling of 260 students. The instruments used in this study were Academic Engagement Scale (Reeve & Tseng, 2011), Cognitive Abilities Questionnaire (Nejati, 2012), and Achievement Goals Questionnaire (Elliot & McGregor, 2001). Data were analyzed by SPSS-24 and Pearson correlation and Structural equation modeling tests. The results of this study indicated that the subscales of self-awareness, the theory of mind, and the threat diagnosis of social cognitive functions of students, 0.24 and the subscales of the avoidance of performance and the tendency to perform the goals of progress predicted 0.26 of variations in the variance of academic engagement. The results of the conceptual model of output also represent the functions of social cognition with full mediation of goals of progress, 0.25 of changes in behavioural conflict, 0.18 of changes in emotional involvement, 0.31of cognitive conflict changes and 0.18 of the variance of agency involvement subscale. Regarding the role of social recognition functions on goal orientation and academic engagement, empowerment programs of social cognitive functions of students can be of great help in orienting the students' academic achievement goals and goals.

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The academic resilience is one of the components that relates to academic achievement. The purpose of this study was to prediction of academic resilience based on sense of belonging to school and academic engagement in female students. The descriptive- correlation method was used. The statistical population consists of all the female students’ high school of 5th district Tehran city in year academic 2017-2018 to 261 female students. According to cluster random sampling method, 200 female students were selected as samples and they were asked to fill in the questionnaires academic resilience of Samuels (2004), sense of belonging to school scale of Brew, Beatty & Watt (2004) and academic engagement scale of Fredricks, Blumenfeld & Paris (2004). The data were analyzed by tests of Pearson correlation and multivariate regression simultaneously. Findings showed that there was a positive and significant correlation between academic resilience with sense of belonging to school and academic engagement in female students. Regression analyses also revealed that 65/2 of variance of academic resilience was explained by sense of belonging to school and academic engagement in female students. It is recommended that training sense of belonging to school and academic engagement can increase academic resilience of female students.

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Academic engagement is an important process in predicting students’ educational outcomes. In addition, it is one of the most significant indicators of education quality and academic achievement. It is highly important to explore key, environmental factors which highly influence students’ academic engagement. The present study aimed to predict students’ academic engagement based on their perceptions of the classroom environment. The research design was descriptive and correlational. The statistical population included all female secondary school students (n = 4151) in Kashan during the 1396-97 academic year. Based on the Krejcie and Morgan table, 399 students were selected by multi-stage sampling method and filled in Fredericks, Blumenfeld and Paris Student Engagement in School Scale (2004) as well as Gentry, Gable, and Rizza My Class Activity Scale (2002). Pearson product moment correlation and regression analysis (enter model) were used to analyze the data. The results showed that there is a positive and significant relationship between perceptions of classroom environment and academic engagement. Moreover, challenge (β=.43), interest (β=.33), and enjoyment (β=.20) components had the highest ability to predict academic engagement among students, respectively. In conclusion, students' academic engagement could be enhanced through improving classroom environment by designing and implementing challenging and enjoyable class activities and increasing students’ interest.

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The purpose of this study was the prediction of academic resilience based on academic engagement with the mediating role of sense of belonging to school in students. This is a descriptive- correlation research. The statistical population consisted of all female secondary school students in district 2nd Tehran city in 2018-2019. The sample size was 150 subjects based on formula Plant who were selected by cluster sampling method. The tools were used included Samuels’s academic resilience questionnaire (2004), academic engagement scale of Reeve (2013) and sense of belonging to school questionnaire of Brew, Beatty & Watt (2004). Evaluation of the proposed model with path analysis using SPSS and AMOS-24 software was done. The indirect relationships were tested by using the bootstrapping procedure in Preacher and Hayes Macro command. The proposed model had an acceptable fitness to the data. Overall, the results showed all the direct paths of academic engagement and sense of belonging to school with academic resilience were significant. Also, results showed indirect path academic engagement with academic resilience, through the moderating role of sense of belonging to school. Based on the results of the present study, it can be concluded that the relationship between academic engagements with academic resilience is not a simple linear association and it is influenced and mediating by the sense of belonging to school.

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The growing body of research has focused on the important role of academic engagement. The present study aimed to investigate the relationship between basic psychological needs and academic engagement by considering the mediating role of intrinsic motivation. This research is descriptive and correlational. The statistical population consisted of all students at the University of Kashan in 2020. Multistage random sampling was used to select 331 students. The data collection instruments were Reeve & Tseng Engagement Questionnaire, Gagné Basic Psychological Needs Scale, and Harter's scale of academic motivation. Pearson correlation coefficient and Structural Equation Modeling were used to analyze the data. The results showed a positive significant relationship between academic engagement, basic psychological needs, and intrinsic motivation (p < 0.01). In addition, the proposed model had a good fit. Moreover, path analysis results indicated that basic psychological needs had a significant effect on academic engagement, and intrinsic motivation mediated this relationship. The findings indicate that the fulfillment of basic psychological needs can help students develop their sense of intrinsic motivation, increasing student engagement in learning activities. Therefore, it is essential to pay attention to the development of programs and the revision of educational methods for improving academic engagement.

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The aim of the present study was to investigate the causal relationship between school climate and health-oriented academic lifestyle behaviors mediating academic engagement in students. The statistical population included all elementary students (second year) of Boroujerd city in the academic year 2020-21 in the number of 16,000, of which 450 people were randomly selected as a sample. Research data using questionnaires of health-oriented academic lifestyle behaviors (HC-ALFB) Salehzadeh et al. (2017), school climate (SC) Lee et al. (2017), and academic engagement (AC) Zarang (2012) Was collected. Data were analyzed using the structural equation method. The results of structural equation modeling showed that school climate has a significant direct role in behaviors that facilitate students' health-oriented academic lifestyle (p <0.01). Also, school climate indirectly and through academic conflict has a significant effect on behaviors that facilitate a healthy academic lifestyle (p <0.01). Finally, the results of model fit indices showed that the proposed model fits relatively well with the data and can explain the variance of health-oriented academic lifestyle facilitating behaviors. These findings indicate that considering the variables of school climate and academic conflict, we can expect an increase in the health-oriented academic lifestyle behaviors of students.

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The aim of this research was to investigate the relationship between motivational beliefs and successful intelligence through the mediation of academic engagement. The research method Was descriptive-correlation based on Structural equation modeling. The study community included all high school girls' students of Shiraz City in 2022-2023, and among them, 545 students were selected as samples by the multi-stage cluster method. The research questionnaires included: the motivational strategies for learning questionnaire (MSLQ, pintrich, and Degroot, 1990), the successful intelligence questionnaire (SIQ, Sternberg, and Grigorenko, 2002), and the academic engagement scale (aes, reeve, & tseng, 2011). The findings showed that the model fit in well. Motivational beliefs and successful intelligence have a direct relationship. A positive relationship exists between motivational ideas and academic engagement and between academic engagement and successful intelligence (P<0.001). Also, intellectual engagement has mediated the relationship between motivational beliefs and successful intelligence (P<0.001). The research results show that motivational ideas and academic engagement play a key role in successful intelligence and it is necessary to pay attention to these factors in education programs.

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This study aimed to determine the effectiveness of meaning therapy on self-efficacy and academic engagement in depressed high school students. The research method employed was semi-experimental with a pre-test-post-test design and a control group, including a three-month follow-up period. The statistical population comprised all depressed students in girls' high schools in Khomein City during the academic year 2021-2022. A sample of 30 individuals was randomly selected, with 15 in each group (experimental and control group) using the purposeful sampling method. For the intervention, the general self-efficacy scale (GSE, Scherer et al., 1982), the academic engagement scale (AES, Zerang, 2012), and a 12-session protocol (one 90-minute session per week) of Hotzel (2002) meaning therapy were utilized. Data analysis was conducted using analysis of variance with repeated measurements. The results indicated a significant difference between the pre-test and post-test stages of self-efficacy (p<0.001) and the follow-up pre-test (p<0.001). Similarly, a significant difference was observed between the pre-test and post-test stages of academic engagement (p<0.001) and the follow-up pre-test (p<0.001), highlighting the effectiveness of the intervention. Therefore, the use of meaning therapy can contribute to an increase in self-efficacy and academic engagement in depressed students.

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The aim of this study was the Prediction of academic Engagement and academic burnout based on perfectionism and academic support in secondary school students. The present study is a correlational descriptive study The study community included all Secondary high school students of Gachsaran city in 2020-2021, from which 240 students were selected using cluster sampling. Research questionnaires included: the Hill Perfectionism Questionnaire (PI, 2004), Sands & Plunkett academic Support scale (ASS, 2005), the Fredricks School Engagement Scale (SES, 2004), and the Bresó school burnout inventory (SBI, 1997). The data of this study were analyzed using the Pearson correlation coefficient and regression analysis in SPSS22 software. The results showed that perfectionism has a negative and significant relationship with academic Engagement (p <0.05) and a positive and significant relationship with academic burnout (p <0.01). Also, there is a positive and significant correlation between academic support and academic Engagement (p <0.05). However, no significant relationship was observed between academic support and academic burnout. The regression results showed that the predictor variables could predict 6.1% of the changes in academic burnout and 3.5% of the changes in the academic Engagement variable. According to the results of the present study, it can be said that if the score of perfectionism in students becomes high, we will most likely see a decrease in academic engagement, and the occurrence of academic burnout by this relationship can change under the influence of students' perceived academic support.

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The aim of this research was Comparison of the Effectiveness of Time Management Training, Motivational Strategies, and Self-Regulated Learning Strategies Training on Female Senior Elementary School Students’ Academic Engagement. This research was quasi-experimental with a pretest-posttest. The statistical population of research included all female students with high test anxiety in senior elementary school in Chadegan City (the academic year: 1401-1402 AH), after the implementation of the test anxiety questionnaire of Abolghasemi et al. (1375 AH), 72 students were purposefully selected as a sample and then randomly assigned into 3 experimental groups and 1 control group, each consisting of 18 people. The experimental groups were taught time management training in 8 sessions of 60 minutes motivational strategies in 8 sessions of 60 minutes and self-regulated learning strategies in 8 sessions of 90 minutes and the control group did not receive any intervention. Then all four groups answered the Reeve and Tseng Academic Engagement Scale (2011) in three phases: pre-test, post-test, and follow-up. Data analysis was performed using ANOVA with repeated measures. The results showed that time management training, motivational strategies, and self-regulated learning strategies were effective in increasing academic engagement )p<0/05), and according to the Bonferroni test, no significant difference was observed between the effectiveness of the packages (p=0.001). According to the research results, it is suggested to use these three educational packages to increase students' academic engagement.

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The present study was conducted to investigate the structural model of the relationship between social-emotional competence and academic engagement with academic achievements with the mediating role of academic self-efficacy. The method of descriptive correlational research was Path Analysis. The statistical population included all high school students in the second year of Bojnord City in the academic year of 2022-2023, out of which 383 people were selected as the research sample in a multi-stage cluster method. The research data was collected by self-report method and using Academic Engagement Scale (AES) by Reeve (2013), Social Emotional Competence Questionnaire Scale (SECQ) by Zhou & Ee (2012), the academic self-efficacy Questionnaire by (ASEQ) Jinks, & Morgan (1999) and Adjustment Inventory for High School Students by Singh and Sinha (1993). To measure the academic achievements of the students, the grade point average in the final exams was calculated and considered as an indicator of their academic progress. Data analysis was done using a correlation coefficient test and structural equation modeling method. The results showed that there is a direct and significant relationship between academic engagement and academic self-efficacy with academic achievements (P≤0.05). Another finding of the research showed that the direct effect of social-emotional competence on academic achievement is insignificant (P<0.05). Indirect coefficients indicated that the indirect effect of social-emotional competencies and academic engagement on academic achievement with the mediating role of academic self-efficacy is significant. Finally, the fit indices obtained from the general model had a good fit with the collected data. Based on this, social-emotional competence and academic engagement are directly and indirectly related to academic achievement through academic self-efficacy.

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The present study was conducted to determine the effectiveness of solution-oriented counseling on conflict, procrastination, and academic goal orientation in conditional students with academic burnout. The present study was a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the research consisted of all conditional students of Anar Azad University in the academic year 1400-1401. From this statistical population, 30 conditional students who had academic burnout were selected using purposeful sampling and randomly assigned to two experimental (15 people) and control (15 people) groups. The tools of this research include an academic burnout questionnaire by Bresso et al. (2007), an academic engagement questionnaire by Reeve et al. (2013, AES), an academic procrastination questionnaire by Solmon and Rothblum (1994, APS), and an academic goal orientation questionnaire by Bouffard et al. (1998, AGOS). The experimental group participated in 8 sessions, one session per week and each session lasted 90 minutes based on the content of the treatment sessions based on the solution-oriented approach. Data were analyzed using multivariate analysis of covariance. The findings showed that by controlling the pre-test effect, there was a significant difference between the post-test mean of conflict, procrastination, and academic goal orientation in the two groups (P<0.001). According to the findings of the research, it can be stated that solution-oriented intervention can be a suitable approach to improve the academic performance of conditional students with academic burnout.

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The current research aimed to predict academic well-being based on the Classroom Social-Psychological Climate of the class with the mediating role of academic engagement and Academic Buoyancy. The method of the current research was descriptive-correlation of the type of structural equations. The statistical population of the present study included all male students of the second secondary level of Damghan City in the academic year 2023-2024. Of these people, No 270 were selected by the multi-stage cluster method and according to the entry and exit criteria according to Klein (2023). The data collection tool is the Classroom Social-Psychological Climate Questionnaire (PCIF) Fraser et al. (1995), the academic well-being questionnaire (AWQ) Tuominen-Soini et al. (2012), the academic engagement questionnaire (ABQ) Martin and Marsh (2008) and the Academic Buoyancy questionnaire (AEQ) Fredericks et al. (2004). Analysis of research data was done through structural equation modeling. The results showed that the data had an acceptable fit with the conceptual model and it was confirmed. Also, according to the structural model of the research, the direct effects of the Classroom Social-Psychological Climate, academic engagement, and Academic Buoyancy on academic well-being were significant (P<0.01). Also, the indirect effects of the Classroom Social-Psychological Climate on academic well-being through academic engagement and Academic Buoyancy were significant. (P<0.01). It seems that the results of this research can provide useful information for educational officials, researchers, and academic advisors to reduce the academic problems of learners.

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The present study aimed to determine the effectiveness of time perspective training on academic commitment and engagement in male students with low academic performance. The present research method was a quasi-experimental design with a pre-test-post-test and control group design. The statistical population included all male students with low academic performance in the ninth grade of Bahar City in the academic year 2023. The required sample size for each group was determined as 15 people and a total of 30 individuals (n=30); they were initially selected through purposive sampling and after screening, they were placed in the control and experimental groups using a simple random method. The Academic Commitment Scale (ACS; Vogel& Human-Vogel, 2016) and the Schoolwork Engagement Inventory (EDA; Salmela-Aro & Upadyaya, 2012) were used to collect data. The experimental group received time perspective training as a group for ten 60-minute sessions once a week, and the control group did not receive any intervention. Data analysis was performed using multivariate analysis of covariance. The results showed that by controlling for the pre-test effect, there was a significant difference at the 0.05 level between the mean post-test scores of academic commitment and engagement in the experimental and control groups. Overall, it can be concluded that time perspective training had an effective role in academic commitment and engagement in students with low academic performance.