Investigating the mediating role of academic engagement in relation to participation styles in student's learning and academic performance

The purpose of the present study was to investigate the role of educational intermediary role in the relationship between learning styles and academic performance of students of Tehran University in the academic year of 1994-94. The research method is descriptive (non-experimental) and is a type of correlation and path analysis. To this end, 372 students (115 girls and 257 boys) from technical and engineering sciences and behavioral sciences students who were selected by stratified random sampling, participated in Grasha and Richman learning styles questionnaires and questionnaires. Educational conflict between Khaleghenezhad, Hakim Zadeh and Besharat (1391) answered. The grades of the second semester of study 2014-2014 were used for academic performance of students. The results of path analysis indicated that the proposed model was fitted with research data and that learning styles indirectly influenced academic performance through academic engagement and explained 0.49 of variance in academic performance. Other findings of the study showed that educational conflict had a positive and significant relationship with academic performance. There was a significant relationship between learning styles and academic performance except for dependent style. The direct effect of learning styles on academic performance was confirmed.