The Role of Perception of the Curriculum components in predicting academic engagement in nutrition students of Shahid Beheshti University of Medical Sciences

Education experts tend to recognize the academic engagement as involving students in assignments such as problem solving and activities that lead to the development of high-level cognitive skills such as evaluation, composition, and analysis in the classification of Bloom. This is a descriptive and analytic study. The statistical population includes all graduate students and third and fourth year undergraduate students of nutrition affiliated to Shahid Beheshti University of Medical Sciences that 170  students were selected randomly through stratified sampling method based on kerchessy and Morgan table as sample size.
For collecting data, students' perception questionnaire and the Motivational Strategies Questionnaire for the Study were used. Data were  analyzed by using independent t-test and multiple regression simulations through SPSS software The results of regression analysis showed that the variables of perception of the curriculum components in general could explain 41.4% of the variables of academic engagement. Among the components of the curriculum, two components of teaching method (p <0.01, r = 0.388) and evaluation (p <0.01, Beta = 0.35) can predict the criterion variable (educational conflict) also, the target components and content cannot predict academic engagement alone. Considering that the perception of the curriculum components of the students can predict academic engagement, so, educational systems by adopting clear goals, up-to-date and efficient content, Active teaching methods, diverse and continuous evaluation can promote academic engagement.