The causal model predicting academic engagement based on problem-solving skills, mediated by academic self-concept, in female high school students.

Document Type : Research Paper

Authors

• Hossein Aflakifard ¹
• mohammad ghalehnooei ²
• Zakiyeh Fatahi ³

¹ Department of Educational Sciences, Farhangian University, Tehran, Iran

² Shahid Mozafar Bali Kohi school elementary, Darudzen, Iran

³ Assistant Professor, Department of Islamic Mysticism, Marvdasht Branch, Islamic Azad University, Maroodasht, Iran

10.30495/jzvj.2024.32992.4135

Abstract

The aim of the present research was to predict academic engagement based on problem-solving skills, mediated by academic self-concept in female high school students. This applied study utilized a descriptive-correlational approach with structural equation modeling. The population of this research included all female high school students in Marvdasht during the academic year 1401-1402. A clustered random sampling method was employed, where three schools were randomly selected, and two classes from each school were chosen, totaling 160 students who completed the questionnaires. The measurement tools included the academic engagement questionnaire by Fredell and Paris, problem-solving skills by Heppner and Petersen, and academic self-concept by Yessen and Chen. Data analysis was conducted at two levels, descriptive statistics and inferential statistics. Descriptive analysis involved examining means and standard deviations, while inferential analysis utilized multivariate regression through the Baron and Kenny (1986) model and structural equation modeling with LISREL and SPSS software. The findings indicated that problem-solving skills, mediated by academic self-concept, were able to predict students' academic engagement. Furthermore, the model demonstrated an acceptable fit.

Keywords

• Academic engagement"
• problem-solving skills"
• "
• academic self-concept"

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