The relationship between the perceived social support from teacher and academic engagement: The mediating role of academic self-regulation

The present study examined the mediating role of academic self-regulation in the relationship between perceived social support from teacher and academic engagement among high school students of Birjand. It was a descriptive and correlational study. The research sample consisted of 258 high school juniors (129 males and 129 females) who were selected using multistage random sampling method. The research instruments included academic engagement questionnaire (Reeve, 2013), self-regulated questionnaire (MSLQ) and social support questionnaire (CASSS2000). The analysis of the results, obtained through the method of structural equation modeling revealed that the perceived social support from the teacher has a positive direct, significant influence upon students’ academic self-regulation; therefore, it can indirectly affect their academic engagement. Furthermore, social support perceived from the teacher had a direct positive influence on the students' academic engagement. In conclusion, it can be expressed that the perception of teacher’s social support by students plays an imperative role in improving the students' self-regulation and academic engagement skills.