Structural Model of the Effect of Student-Professor Interaction on Graduation Outcomes in Distance Education System: The Mediating Role of Academic Engagement

Articles in Press

Document Type : Research

Authors

1 Assistant professor Department of Educational Paym Noor University

2 Department of Educational Sciences, Faculty of Educational Science and Psychology, Payame Noor University, Tehran, Iran.

3 Master's degree student, Department of Educational Sciences, Payam Noor University, Tehran, Iran.

10.30473/etl.2026.76359.4535

Abstract

This study aimed to analyze the structural relationships of student-faculty interaction on the graduation results of distance education students, mediated by academic engagement. The participants of this study were 223 individuals (203 women and 20 men) undergraduate students from Payame Noor University, Kermanshah Center, who were selected using convenience sampling due to the semi-in-person nature of the classes and the infeasibility of random sampling. Research instruments included student-faculty interaction scales and academic engagement scales. Graduation results were measured using the average GPA of the students' last academic semester. Data analysis was performed using the statistical method of structural equation modeling (SEM) and the Smart-PLS software version 4. The findings indicated a good fit for the model. Based on the findings, student-faculty interaction, mediated by academic engagement, has direct and indirect effects on graduation results. Overall, it can be concluded that increasing student-faculty interaction, by enhancing students' academic engagement, improves graduation results. Therefore, it is suggested that in order to create dynamic and effective interaction between professors and students in the distance education system, attention should be paid to academic conflicts and necessary measures should be taken into account in educational planning.

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Research in School and Virtual Learning

Articles in Press, Accepted Manuscript
Available Online from 22 February 2026

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