academic engagement

The purpose of this research was to compare the effects of using the flipped teaching method and traditional teaching methods on academic resilience and academic involvement of students in experimental sciences course. The method of this research was semi-experimental with a pre-test and post-test design with a control group. The statistical population includes all male students in the 6th grade of the primary school in Selseleh during the academic year of 2023-2024. From among the statistical population, 2 classes were selected using the available sampling method and were randomly replaced in the form of two experimental (20 people) as well as control (20 people) groups. The data collection tool included Samuel’s Academic Resilience Questionnaire (2004) and Rio’s Academic Engagement Questionnaire (2013). Data were analyzed using descriptive tests and analysis of covariance. The results of the analysis of covariance test indicated that the flipped teaching method has a positive impact on the resilience and academic engagement of sixth-grade elementary school students in the experimental group (p < 0.05). Specifically, the levels of resilience and academic engagement in students who learned science using the flipped teaching method were higher compared to those who studied science through traditional methods. Using the flipped teaching method as a new technological teaching method more than the traditional method can strengthen academic resilience and academic engagement in students.

Academic performance is a crucial indicator for assessing the progress of the education system in any society (Al-Rahmi et al., 2015). Researchers have noted that academic performance is consistently influenced by a variety of individual and environmental factors, which educational administrators must identify to achieve beneficial outcomes. The perception of the learning environment is considered one of the most significant factors affecting academic performance (Lu et al., 2022). Previous studies have emphasized the impact of learners' perceptions of the learning environment, particularly constructivist environments, on learning outcomes (Cansiz & Cansiz, 2019; Wu et al., 2022).Self-directed learning is another factor influencing academic performance. It is a process in which individuals independently identify and select their learning needs and take responsibility for their own learning (Clair, 2022). Additionally, academic engagement, along with environmental factors and other individual variables, can influence students' academic performance (Sowers et al., 2016; Sukman & Click, 2019; Azma et al., 2022). Academic engagement is defined as the degree of continuous student participation in academic activities, involvement in school-related programs, and commitment to educational and learning goals (Tao, 2021).In light of these considerations, the current study seeks to answer whether an individual's perception of the constructivist environment, mediated by self-directed learning and academic engagement within a causal model, plays an effective role in explaining students’ academic performance.

The present study employed a descriptive-correlational method, examining the relationships between perception of constructivist environment, academic engagement, self-directed learning, and academic performance using structural equation modeling. The research population comprised 6,542 male and female second-level secondary students in Qom city during the 2022-2023 academic year. Based on Klein's recommendation, 408 participants were initially considered. To enhance sampling accuracy and account for potential data distortion, 450 students were selected using multi-stage cluster random sampling. Two high schools (one boys' and one girls') were randomly selected from each of Qom's four educational districts. From each high school, three twelfth-grade classes (humanities, experimental sciences, and mathematics) were randomly chosen. Selected students completed the questionnaires. Research instruments included questionnaires on academic performance (Dortaj, 2013), perception of constructivist environment (Taylor, Dawson & Fraser, 1995), self-directed learning (Fisher et al., 2001), and academic engagement (Rio, 2013). Students were allotted one hour to complete the questionnaires. Inclusion criteria were teacher and student consent, while incomplete questionnaires were excluded. After discarding 23 incomplete responses, 427 questionnaires were analyzed.

Demographic characteristics indicated that out of 427 participants in the study, 209 were boys (49%) and 218 were girls (51%). Before conducting the path analysis, the assumptions related to this method such as the normality of the multivariate distribution, the presence of outliers in the multivariate data, the existence of a linear relationship, and the absence of multicollinearity among the predictor variables were examined. After making the necessary corrections, the model fit indices demonstrated that the model had a good fit. As shown in Table 1, all direct coefficients for the perception of constructivist environment on academic performance (β=0.34, t=2.89), self-directed learning (β=0.45, t=4.66), and academic engagement (β=0.59, t=4.15) were positive and significant at the 0.001 level. Additionally, the direct coefficients for self-directed learning on academic performance (β=0.33, t=3.19) and for academic engagement on academic performance (β=0.23, t=5.06) were also positive and significant at the 0.001 level. Furthermore, the indirect coefficients for the perception of constructivist environment on academic performance through the mediating roles of academic engagement (β=0.13) and self-directed learning (β=0.15) were confirmed using the bootstrap test.

 The findings of this study indicate a positive and significant relationship between the perception of a constructivist environment, self-directed learning, academic engagement, and academic performance. Additionally, the results revealed a positive and significant relationship between perceptions of the constructivist environment, self-directed learning, and academic engagement. The path analysis further confirmed the mediating roles of self-directed learning and academic engagement in the relationship between the perception of a constructivist environment and academic performance. These results are consistent with the research findings of Limno et al. (2022) and Bizmana (2022). It can be argued that in a constructivist learning environment, learners are actively involved in constructing knowledge through participation in learning activities, fostering a close relationship between what they have learned and the changing world. The constructivist learning environment primarily provides a stimulating atmosphere in which learners perceive their role in the learning process as effective and feel confident in their cognitive abilities. This belief enhances their motivation to engage with assignments. In such an environment, learners employ more effective strategies for learning, which subsequently improves their academic performance. In classrooms based on the constructivist approach, learning is a collaborative endeavor that occurs through community research, leading to increased student involvement in learning activities and, consequently, better academic performance. In learning environments grounded in constructivist principles, all educational activities are tailored to meet learners' needs. Therefore, such an approach can stimulate intrinsic motivation among learners and contribute to improved academic performance.

Technological advancements in educational environments, particularly in online education, have brought about numerous challenges. In this regard, the present study examines the impact of technostress on students' academic engagement with the mediating role of technology-induced fatigue. Academic engagement, defined as students' active and effective participation in the learning process, is a key factor in educational success. This study emphasizes the role of technological factors in learning and aims to clarify the processes affecting academic engagement. The objective of this study is to explore the direct and indirect effects of technostress on academic engagement and the mediating role of technology-induced fatigue in this relationship. Technostress, defined as the tension and pressures resulting from the constant use of information and communication technologies, can lead to physical, psychological, and cognitive fatigue. These factors ultimately negatively impact students' motivation and academic performance. The significance of understanding these relationships lies in the need to develop strategies that mitigate technostress and enhance academic engagement, particularly in the context of the growing reliance on online education. The rise of remote learning and virtual classrooms has increased students' exposure to technology, amplifying the likelihood of experiencing technostress and fatigue. This study builds on previous research by focusing on how technology-induced fatigue mediates the relationship between technostress and academic engagement. While prior studies have examined technostress’s direct impact on academic outcomes, limited research has explored the role of fatigue as a potential intermediary factor. The growing prevalence of digital tools in educational settings highlights the importance of addressing these issues to improve students' learning experiences and outcomes. In this context, understanding the dynamic between technostress, fatigue, and engagement is essential for educators, policymakers, and academic institutions aiming to foster better learning environments.

The research method employed in this study was descriptive-correlational. The research population included all students at Shiraz University in the 2023-2024 academic year. A total of 389 students (205 women and 184 men) were selected through proportional random sampling. Data were collected using standardized questionnaires on technostress, academic engagement, and technology-induced fatigue, whose validity and reliability had been confirmed in previous studies. The data analysis was conducted using SPSS and AMOS software through structural equation modeling (SEM). This methodological approach allowed for a comprehensive examination of the relationships between the variables, providing robust insights into the direct and indirect effects of technostress on academic engagement. The standardized questionnaires used in this study were carefully selected to ensure accurate measurement of the constructs. The technostress questionnaire assessed various dimensions of stress related to technology use, including overload, complexity, and insecurity. The academic engagement questionnaire measured dimensions such as vigor, dedication, and absorption, capturing students' involvement and enthusiasm in their academic activities. The technology-induced fatigue questionnaire focused on physical, emotional, and cognitive fatigue resulting from prolonged technology use. The combination of these instruments enabled a nuanced understanding of the study's variables and their interconnections.

The results indicated that technostress had a positive and significant effect on technology-induced fatigue. Specifically, students who experienced higher levels of technostress reported greater physical, emotional, and cognitive fatigue due to their technology usage. This fatigue, in turn, had a negative and significant impact on academic engagement, as fatigued students were less likely to actively participate in their learning processes. Furthermore, technostress indirectly and negatively affected academic engagement through technology-induced fatigue, highlighting the mediating role of fatigue in this relationship. The structural equation modeling results confirmed the hypothesized relationships among the variables. The direct path from technostress to academic engagement was significant, but its weight was reduced when technology-induced fatigue was included in the model as a mediator. This indicates that fatigue partially mediates the relationship between technostress and academic engagement. These results align with previous studies, which have shown that excessive use of technology can lead to burnout and decreased academic performance.

This study concludes that technostress and technology-induced fatigue negatively impact students' academic engagement. These findings highlight the necessity of effective interventions to reduce technostress and manage technology-induced fatigue for improving academic engagement and performance in online learning environments. The results emphasize the importance of equipping students with strategies to cope with technostress, such as time management, mindfulness, and digital literacy training. Educational institutions should consider implementing programs that promote healthy technology use and provide support systems for students experiencing fatigue. Additionally, the study’s findings underscore the need for a holistic approach to addressing technostress, considering both individual and institutional factors. Institutions can play a pivotal role by designing user-friendly learning platforms, reducing the cognitive load associated with digital tools, and fostering a supportive learning community. Providing workshops and resources on managing digital workloads and maintaining a balance between online and offline activities could further help alleviate technostress and fatigue. Future research could investigate these relationships across different cultures and groups and explore the effects of other variables such as gender, educational level, and personality traits. For instance, examining whether students from different academic disciplines experience varying levels of technostress and fatigue could provide valuable insights. Additionally, longitudinal studies could track changes in technostress and academic engagement over time, offering a deeper understanding of these dynamics in evolving educational contexts. Exploring the potential moderating role of factors such as social support, academic self-efficacy, and technological proficiency could also enhance the understanding of how to effectively address these challenges. In conclusion, this study highlights the critical impact of technostress and technology-induced fatigue on academic engagement, emphasizing the need for targeted interventions and support mechanisms. As educational environments continue to integrate digital technologies, prioritizing students' well-being and engagement remains essential for fostering academic success and positive learning experiences.

To improve help seeking behavior among Iranian girls it was deemed necessary to determine its relationship with self-determination, flourishing, and academic engagement. To this end, a cluster sample of 539 high school students was randomly selected and given four translated questionnaires on these constructs. Based on the original instruments’ validity and reliability, the translations were assumed to be so as well. Data analyses yielded a model with adequate goodness of fit. The relation between the four constructs proved to be significantly meaningful. Thus, it can be said that to predict and help improve the help seeking behaviors among girls we should improve the other three characteristics.

The study aimed to investigate the effect of self-regulation learning training on academic engagement and positive emotions of basic science students of Farhangian University in West Azerbaijan. To conduct this research, two classes and 30 students from each were randomly selected from among students of basic sciences by cluster random sampling and were placed in two experimental and control groups. Frederick et al.’s academic engagement questionnaire and Pekran et al.’s positive emotions questionnaire were used to collect data. The method of this study was quasi-experimental with pre-test-post-test design with a control group. After randomly selecting the experimental and control groups, self-regulation learning training intervention was performed on the experimental group for eight 100-minutes sessions and two sessions per week in cyberspace. After the end of the training program, post-test was performed in both groups. Data analysis based on analysis of covariance showed that self-regulation learning training significantly increased the academic engagement score and positive emotions of the experimental group students compared to the control group.

The purpose of this study was to investigate the mediating role of academic motivation in predicting students' academic engagement based on self-efficacy and academic optimism in sixth grade students of elementary school.

The participants included 322 people (164 boys and 158 girls) from the sixth grade students of the four primary districts of Shiraz, who were selected based on the random cluster sampling method and the academic self-efficacy scale of Patrick, Hicks and Ryan, (1997), Schennen-Moran et al.'s academic optimism questionnaire (2013), Rio and Tseng's academic engagement questionnaire (2011) and Harter's academic motivation scale (1981) were completed. Path analysis method was used to test the research hypotheses.

The results of the research showed that the variables of academic self-efficacy and academic optimism have a significant direct effect on academic engagement. In addition, academic motivation plays a mediating role in the relationship between academic self-efficacy and academic optimism with academic engagement.

In general, the results of the present study confirmed the mediating role of academic motivation in the relationship between academic self-efficacy and academic optimism concerning academic involvement, and the theoretical and practical implications of thesefindings were discussed. From a theoretical perspective, this research represents a step toward expanding the existing knowledge regarding academic conflict and the factors that influence it. By implementing well-structured and written educational protocols focused on academic optimism and self-efficacy, more help should be given to promote the motivation and academic engagement of students..

Teaching methods play an important role in the academic and social success of students. Therefore, the aim of this study was comparing the effectiveness of cooperative learning and role playing teaching methods on academic engagement and social adjustment in the social studies course.

The present study was quasi-experimental with a pretest and posttest design with a control group. The research population was the sixth grade elementary female students of Ahvaz city in 2023-24 academic years, which 60 people were selected as a sample by cluster sampling method and randomly replaced in three equal groups. Each of the experimental groups was trained for eight weeks with cooperative learning and role playing teaching methods, and the control group was trained with common teaching method. The data were collected with Fredricks et al.'s academic engagement scale (2004) and Bell's social adjustment questionnaire (1961) and were analyzed with multivariate analysis of covariance test and Bonferroni's post hoc test in SPSS-25 software.

The results showed that both cooperative learning and role playing teaching methods in compared to the control group led to increase academic engagement score average and decrease social adjustment score average of students (P<0.001), but between the experimental groups of cooperative learning and role playing teaching methods there was no any significant difference in improved their academic engagement and social adjustment (P>0.05).

According to the results, to improve students' academic engagement and social adjustment can be used the cooperative learning and role playing teaching methods.

Academic engagement is a structure that was proposed for the first time to understand and explain academic failure and failure and was considered as a basis for reformist efforts in the field of education. The aim of this study was to determine the causal relationship achievement goals and academic performance with mediation of academic conflict in female high school students in Ramhormoz. The research design was correlational and path analysis. The population of this study was all female high school students who were studying in schools under the auspices of Ramhormoz Education Department in the academic year 2020. A total of 302 students were selected by multi-stage cluster sampling. The instruments used included the Middleton & Migley (1997) Progress Goals Scale and the Pintrich-Diegrott (1994) Academic Involvement Scale. Amos software was used to analyze the data using statistical methods of correlation matrix and path analysis.The results showed that the variables of achievement goals (mastery, performance and avoidance goals) and academic engagement have a significant direct effect on academic performance. Also, the indirect effect of all paths on academic performance through academic engagement was significant (P <0.01). Based on the findings of the present study, which showed that academic performance is significantly affected by the goals of academic achievement and engagement, attention to these variables in the educational process by teachers seems necessary.

The purpose of this research is to determine the relationship between moral intelligence and academic self-efficacy with the mediation of academic engagement of students in Mahabad city. The method of descriptive-survey research was of the correlation type and the statistical population was all 2831 secondary school female students of Mahabad city, of which 338 were selected by cluster sampling using Morgan's table. Data collection tools were standardized questionnaires of moral intelligence of Lenik and Hill (2005), academic self-efficacy of Jinks and Morgan (1999) and academic engagement of Fridix et al. (2006). The results of hypothesis testing were analyzed by spss and pls software and using correlation tests and structural equation modeling. The results showed that moral intelligence has a positive and significant relationship on academic self-efficacy with the mediation of academic conflict (0.31). Also, the results indicated that there is a positive and significant relationship between moral intelligence and academic self-efficacy components (0.52). The relationship between moral intelligence and academic engagement components was positive and significant (0.76) and finally, academic engagement has a positive and significant relationship with academic self-efficacy (0.41). Therefore, by increasing moral intelligence and consequently increasing academic engagement, it is possible to provide the basis for increasing academic self-efficacy in secondary school female students of Mahabad city.

This research was conducted with the aim of presenting a structural model of academic well-being based on epistemological curiosity and the meaning of life with the mediating of academic engagement in students. The present research was among descriptive-correlational studies. The statistical population of the research included all undergraduate students of Islamic Azad University, Khoy Branch, in the academic year of 2023. The statistical sample consisted of 350 people who were selected from different faculties by staged cluster sampling method. Data collection tools included Academic Wellbeing Questionnaire (AWBQ), Epistemological Curiosity Scale (ECS), Meaning of Life Scale (MLQ) and Academic Engagement Questionnaire (AES). Data analysis was done using Pearson correlation and structural equation analysis in SPSS and AMOS programs. Data analysis showed that epistemological curiosity and the meaning of life have positive and significant direct effects on academic engagement and academic well-being, and academic engagement has a significant and positive direct effect on academic well-being. Also, epistemological curiosity and the meaning of life have a positive and significant indirect effect on academic well-being through academic engagement (p<0.01). Therefore, it seems that increasing epistemological curiosity and the meaning of life can help improve academic engagement and academic well-being. This study can be useful in developing strategies to improve academic engagement and academic well-being.

The aim of this study was to identify the relationship between learning styles&academic motivation with academic engagement in the context of online education,which was done using a correlational method.The study population included all graduate students of the Psychology and Educational Sciences Faculty of Shahid Beheshti University in1400,194 of whom were selected as sample using the convenience sampling.Participants answered the Questionnaire Aspects of Academic Engagement(Reeve&Tseng, 2011),Learning Style Inventory(Kolb, 984)&Academic Motivation Scale(Vallerand,1992)online. Research data analysis was performed through multiple regression analysis. The findings showed that there is a relationship between learning methods except for reflective observation&academic motivation except for external motivation with students'academic engagement in online education.Also,intrinsic motivation predicted all dimensions of academic engagement and external motivation predicted all dimensions of academic engagement except the dimension of factor engagement. Motivation was only able to predict factor engagement.Among the learning styles, divergent and accommodating styles were able to predict only emotional engagement.Accordingly, in creating academic engagement among learners in online education contexts,in addition to external factors, it is necessary to pay attention to their internal factors&making conditions for upbringing academic motivation and respond to the needs of learners with different learning styles,students' academic engagement can be increased in the context of online education.

The aim of this study was to investigate the effect of the filliped learning approach in the virtual class on the academic engagement of the sixth - grade students. The statistical population of the study was female elementary school students in the academic year 1300-1400 in the 15th district of Tehran. The sample size of this study consists of 30 sixth grade students in the 15th district of Tehran province which was available. 15 of them were randomly assigned to the experimental group and 15 to the control group. Due to the prevalence of Covid 19 disease, education was conducted in cyberspace. In this study, the educational file of the selected topics of the experimental science course was provided to the experimental group and they learned the topic of changing the means of personal communication from the past to the future of the experimental science course at home. The control group did not receive any teaching. The study also uses the Shuffle and Becker (2002) Academic engagement Questionnaire to collect information. Multivariate analysis (MANCOVA) were used to analyze pre-test and post-test data. The results showed that the filliped learning in the virtual learning has an effect on academic engagement .

The purpose of this research was the relationship between academic optimism and academic involvement with the mediating role of academic self-efficacy in the sixth grade students of Shiraz.

This research is applied in terms of purpose and descriptive-correlation method. The statistical population of the research is the 6th grade students of Shiraz city (3500 people), according to the number and the minimum required number and based on the Morgan table, there were 401 people (191 boys and 210 girls) from the 6th grade students of regions one to four. They were selected by random cluster method and completed academic optimism questionnaires (reliability 0.93), academic self-efficacy (reliability 0.92) and academic engagement (reliability 0.96). The validity of the questionnaires was checked using face and face validity methods. Structural equation modeling method was used for data analysis using Amos software version 24.

The results showed that academic optimism had an effect on students' academic engagement both directly (p=0.001, β=0.17) and through the mediation of self-efficacy (b=0.57, p=0.004). The increase in academic optimism and efficiency of students was associated with the increase in their education level (p<0.001).

Therefore, it can be concluded that by increasing the components of academic optimism and self-efficacy of students, the level of academic involvement of students can be improved.

The aim of the present study was to investigate the impact of conceptual learning in Quran education based on the escape room game on the academic engagement of third-grade elementary school students. The research method was a semi-experimental pretest-posttest design with a control group. The statistical population of the study included all male third-grade elementary school students in Arak city during the academic year 2022-2023. The convenience sampling method was used to select the sample. Accordingly, 48 students from the third-grade elementary school were selected, and then the selected sample was randomly assigned to experimental (24 students) and control (24 students) groups. Data were collected using the Reeve Academic Engagement Questionnaire (2013). The experimental group received training on the third-grade Quran education using the escape room computer game in 6 sessions, while the control group received conventional training. Descriptive statistical methods (measures of central tendency and dispersion) and inferential statistics (independent t-test and analysis of covariance) were used for data analysis. The findings indicated a significant difference in academic engagement between the experimental and control groups after adjusting pretest scores. Therefore, the results of this study suggest the positive role of using innovative  technologies in increasing students' academic engagement in Quran education, proposing the incorporation of gamified conceptual learning into the Quran curriculum in the elementary education department.

The purpose of this study was to investigate the effect of the "Iran TV School" program on the academic performance of students with the mediation of academic engagement during the Corona period. The research method was a correlational survey. The statistical population includes all sixth grade students (1038 people) of Kordkuy city in the year 1400-1401, and 343 people were selected as a statistical sample using proportional stratified random sampling. To collect data, two standard questionnaires of academic performance by Pahm and Tyler (1999) and Shofli and Becker's academic engagement questionnaire (2006), were used. Pearson correlation coefficients and structural equation modeling were used to analyze the data. The results showed that there was a positive and significant relationship between the amount of watching TV school programs with academic engagement and academic performance. Also, the results showed that the television school program affects the academic performance both directly and indirectly (with the mediation of academic engagement).

The present study aimed to examine the effect of the educational escape room on the creativity and academic engagement of elementary school students in the Qur'an course. The research method was quasi-experimental with a pre-test-post-test design and a control group. The statistical population of this research included all the male students of the fourth grade of elementary school in Tehran, from whom 36 students were selected by convenience sampling method. The participants were randomly divided into an experimental and a control group. In this research, a researcher-made educational computer game based on educational escape room strategy was used for the Qur'an course. The experimental group was trained through educational escape room game and the control group was trained through conventional method. At the end of the research, both groups were given a post-test. Descriptive and inferential statistics were used to analyze the data. The research findings showed that the use of educational escape room has a significant effect on students' creativity and academic engagement.

Introduction and goal:

 students are one of the most important sections of the society and the good academic performance of this section can guarantee the success of any society. Therefore, this research was conducted with the aim of the effectiveness of the child-centered mindfulness program on the sense of belonging to school and academic engagement in students.

It was a semi-experimental research with a pre-test and post-test design with two experimental and control groups. The statistical population included all female students of the first secondary level of Delfan city in 2024, who were selected by the available sampling method, 30 people were selected and replaced in two equal groups of 15 people. The mindfulness program was applied in 10 group sessions and one session per week for the experimental group. To collect information, the school belongingness questionnaire (Berry et al., 2004) and the academic enthusiasm questionnaire (Fredericks et al., 2004) were used. The data were analyzed using descriptive statistics and covariance analysis with spss-26 software.

The results showed that the child-centered mindfulness program increased the feeling of belonging to school (F=15.145, P=0.015 and Eta=0.589) and increased academic engagement (F=16.690, P=0.016 and Eta=0.568) each index of these two variables had a significant effect in the post-test phase (P<0.05).

According to the results, it can be said that therapists and school counselors can use mindfulness exercises to improve and succeed in students' academic processes.

The present study was conducted with the aim of investigating the relationship between Employment hope and academic buoyancy with the mediation of academic engagement.

The descriptive research method was of the correlation type based on structural equation modeling. The statistical population of all students of Yazd University in the academic year 2021-2022 was equal to 14470 people, of which 216 people were considered as a statistical sample. The non-random sampling method was available. Research tools include: Qureshirad's Employment hope Questionnaire (2007); Fredricks, Blumenfeld, Paris Academic engagement questionnaire (2004); and Academic Buoyancy questionnaire of Dehghanizadeh and Hossein Chari (2012) were obtained, and the reliability of each of the questionnaires was obtained through Cronbach's alpha coefficient, 0.94, 0.87 and 0.89, respectively. Data were analyzed using SPSS23 and AMOS24 software.

The results showed that hope for employment has a direct and significant effect on academic engagement (β=0.42; P<0.01) and an indirect and significant effect on behavioral engagement (β=0.39; P<0.01), cognitive (β=0.35; P>0.01) and emotional (β=0.32; P>0.01). Employment hope has a direct and significant effect on academic vitality (β=0.29; P<0.01). However, there is no significant relationship between academic conflict and academic vitality, and academic conflict cannot mediate between hope for employment and academic vitality.

Therefore, the hope of getting a job related to the field of study and students' interest is important in their efforts to increase their engagement and academic Buoyancy. It is possible to provide consulting services, hold educational workshops related to the field of study, psychological capital training, introduce successful educated people who are prominent in the field of entrepreneurship and employment, create a safe environment, combined with a sense of hope, trust and confidence, the platforms for increasing engagement and buoyancy. provided students with education.

The present study was conducted with the aim of modeling the structural equations of academic hope based on academic identity and academic excitement with the mediating role of academic engagement among  female senior high school students of Qom city. This research was applied in terms of purpose and descriptive-correlational in terms of method; it was also based on structural equation modeling. The sampling method  used in this study was multi-stage cluster one. The sample size of the study was 400 students which was decided based on the Krejcie and Morgan table. In this study, Academic Identity Status Questionnaire (Was and Isaacson, 2008), Academic Excitement Questionnaire (Pekrun, 2005), Academic Engagement Questionnaire (Reeve, 2013), and Academic Hope Scale (Sohrabi & Samani, 2011) were used. All statistical analyses were performed using Amos-23 software. The findings indicated a positive and significant effect of academic identity on academic hope directly. Also, the effect of academic identity on academic hope mediated by academic engagement was indirectly indicated. The findings also showed an insignificant effect of academic excitement on academic hope directly as well as its insignificant effect on academic hope mediated by academic engagement was also indicated. Therefore, proper planning to improve academic hope and academic performance can help students benefit from academic engagement and identity formation.