Structural modeling of the mediating role of internal development and psychological capitals in the relationship between exogenous development capitals and students' academic involvement

In the last few decades, how to increase students’ involvement with academic tasks, as one of the important predictors of students' academic performance, has attracted the researchers. Therefore, in order to systematically understand the transformational process that led the student to a learning conflict, the causal model was presented and validated from the social and cognitive resources affecting the educational involvement. To this end, 511 third year high school students in Hamedan (256 males and 255 females) were selected by random cluster sampling in the academic year of 1963-96. They submitted to the external and internal transformational capital (Minnesota, 2005), psychological capital (Lutans, 2007) and academic engagement (Salmela Arro and Apadaya, 2012). The data were analyzed using structural equation method. Based on the findings, the hypothesized model of academic engagement in the research society was adjusted (X2 / DF = 0.62, 014 / 0 RMSEA =). The mediating role of internal and psychological capitals in the relationship between external transformation capital and academic involvement was significant and positive. So by increasing the internal development capital and psychological capital, conditions can be created for more student involvement.