مدل‌یابی ساختاری درگیری تحصیلی بر اساس خودکارآمدی تحصیلی، جهت‌گیری هدف تسلطی و نقش میانجی یادگیری خودتنظیمی

حسین مهدیان

Authors

Hossein Mahdian Department of Psychology, Boj.C., Islamic Azad University, Bojnord, Iran Author https://orcid.org/0000-0002-2367-3326

Keywords:

Academic Engagement, Academic Self, Efficacy, Mastery Goal Orientation, Regulated Learning, Self, Structural Equation Modeling

Abstract

Objective: The present study aimed to develop and test a structural model of academic engagement based on academic self-efficacy and mastery goal orientation, with self-regulated learning as a mediating variable among upper-secondary school students in Tehran.

Methodology: This applied study employed a descriptive-correlational design based on structural equation modeling. The statistical population consisted of upper-secondary school students in Tehran during the 2025–2026 academic year. A total of 384 students were selected using multistage cluster sampling. Data were collected using the Reeve and Tseng Academic Engagement Scale, the Self-Efficacy for Learning and Performance subscale of the Motivated Strategies for Learning Questionnaire, the Mastery Goal Orientation subscale of the Patterns of Adaptive Learning Scales, and the learning strategies section of the Motivated Strategies for Learning Questionnaire to assess self-regulated learning. Data were analyzed using Pearson correlation, confirmatory factor analysis, structural equation modeling, and a 5000-sample bootstrap procedure in SPSS and AMOS.

Findings: The structural model demonstrated an acceptable fit to the data (χ²/df = 1.74, CFI = 0.96, TLI = 0.95, IFI = 0.96, RMSEA = 0.044, and SRMR = 0.043). Academic self-efficacy had significant positive direct effects on self-regulated learning (β = 0.34, p < 0.001) and academic engagement (β = 0.21, p < 0.001). Mastery goal orientation also significantly predicted self-regulated learning (β = 0.46, p < 0.001) and academic engagement (β = 0.19, p < 0.001). Self-regulated learning significantly predicted academic engagement (β = 0.49, p < 0.001). The indirect effects of academic self-efficacy and mastery goal orientation on academic engagement through self-regulated learning were 0.17 and 0.23, respectively, and both were statistically significant. The model explained 55% of the variance in self-regulated learning and 67% of the variance in academic engagement.

Conclusion: Academic self-efficacy and mastery goal orientation contribute to academic engagement both directly and indirectly through self-regulated learning. Strengthening students’ efficacy beliefs, mastery-oriented goals, and self-regulation skills may therefore provide an effective basis for promoting sustained academic engagement.

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