Developing the Structural Model of Academic Engagement Based on Self-regulation and Academic Self-Efficacy with a Mediating Role of  Grit  among Students

Khodapanah, Fatemeh; Mohammadifar, Mohammadali; Talepasand, Siavash

doi:10.30473/etl.2025.71211.4210

Developing the Structural Model of Academic Engagement Based on Self-regulation and Academic Self-Efficacy with a Mediating Role of Grit among Students

Document Type : Research

Authors

¹ Ph.D. Student in Psychology, Faculty of Educational Sciences and Psychology, Semnan University, Semnan, Iran.

² Associate Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Semnan University, Semnan, Iran.

³ Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Semnan University, Semnan, Iran

10.30473/etl.2025.71211.4210

Abstract

The present study was conducted with the aim of developing of the structural model of academic engagement based on self-regulation and academic self-efficacy with the mediating role of grit among students. The research method was correlational, which was done by structural equation modeling. The statistical population included second year high school students in Tehran who were studying in the academic year of 2023-2024. The number of 395 students were selected by multi-stages cluster random sampling method. Using Duckworth & Quinn (2009) Short Grit-S Scale, Savari & Arabzadeh (2013) Academic Self- Regulation Questionnaire, Gafoor & Ashraf (2006) Academic Self Efficacy Scale and Utrecht et al.'s (2006) Work Engagement questionnaire data were collected. The review and evaluation of the proposed model was done by structural equation method with Spss26 and Amoss24 software. The results showed that the standard and direct coefficient of academic self-regulation (β=0.323) and grit (β=0.433) have a direct and significant effect (P<0.001) on academic engagement. The standard and direct coefficient of academic self-efficacy (0.632) and academic self-regulation (β=0.501) has a direct and significant effect (P<0.001) on grit. Also, the results of the Sobel test showed that in the relationship between self-regulation and academic self-efficacy on academic engagement, grit. The findings of this research showed that students who have high self-regulation and academic self-efficacy had better academic involvement and experienced more grit in their studies.

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