Mediating Role of Academic Self-efficacy in the Relationship between Basic Psychological Needs Satisfaction and Academic Engagement among Agricultural Students in the West Iran Universities

The purpose of this study was to investigate the relationships between basic psychological needs satisfaction (autonomy, competence and relatedness), academic self-efficacy and academic engagement among agricultural students in the West Iran Universities. Moreover, the mediating role of academic self-efficacy in the relationship between basic psychological needs satisfaction and academic engagement was examined. The statistical population of this research consisted of 6598 undergraduate agricultural students at five public universities in the west of Iran (N=6598). According to Bartlett’s table, a sample of 365 students was chosen through random stratified sampling method. Data were collected using standardized questionnaires. Data were then analyzed using partial least squares structural equation modelling by the help of SmartPLS 3 software. Results indicated that academic self-efficacy and the three kinds of needs satisfaction were positively and significantly related to academic engagement. Furthermore, the results showed that academic self-efficacy mediated the relationship between the three kinds of needs satisfaction and academic engagement. These results show the importance of basic psychological needs satisfaction and suggest targeting student self-efficacy is not sufficient when attempting to improve academic engagement; rather, students must also feel autonomous, competent, and experience a genuine connection with their college, lecturers and fellow students.