Editorial
Author
Abstract
The objective of this study was determining the relationship between academic self-efficacy and academic achievement emphasizing the mediator role of cognitive, motivational and behavioral engagement of students in Islamic Azad University - Bandar Abbas branch. For this purpose, Krejcie and Morgan (1970)’s formula used, and 230 students selected usind simple random sampling. After analyzing the collected questionnaires, results indicated that research model has a good fitness and the direct effects of academic self-efficacy, cognitive, motivational and behavioral engagement on academic achievement were significant.
Compared to other variables, cognitive engagement exerted the most significant effect on academic achievement.
Academic self-efficacy had a direct effect on academic achievement and also exerted an indirect effect on academic achievement through cognitive, motivational and behavioral engagement. Results also indicated that path coefficients in girl`s model (academic self-efficacy, cognitive, motivational and behavioral engagement and academic achievement) are more significant than those of boy`s model but, there was no significant difference between all the other path coefficients.
Keywords
)