Mediating Role of Academic Engagemen the Peredicting Academic Wellbeing Based Classroom Socio-Mental Climate in Student

The purpose of this study was to determine the mediating role of academic eagerness in the relationship between classroom psychosocial atmosphere and academic well-being among a high school’s first-grade students in Khorramabad, in the academic year 2015-2016.

The research method was correlation and the type of structural equation model. The statistical population of the study consisted of all students of the first grade at the high school educating in the academic year of 2015-2016, 8700 students, in Khorramabad city. Among the students, 385 were selected as a research sample by stratified sampling method and based on the Cochran formula. The data collection tools included the questionnaires of the Academic Engagement of Schaufeli et al. (2002), Classroom Psychosocial Environment of Fraser et al. (1995), and Educational Well-being of Tuominen-Soini et al. (2012). For data analysis, Cronbach's alpha, structural equation model, confirmatory factor analyses were used. The data were analyzed using Amos software. The research model was evaluated using structural equation model fitting indexes.

The results showed that the psychosocial environment of the classrooms has a positive and significant effect on academic engagement and well-being. Further, the academic eagerness has a positive and meaningful impact on educational well-being, but the academic engagement does not mediate between the classroom psychosocial environment and academic well-being. Therefore, the hypothesis was not confirmed:(P<0/05, GFI>0/9، NFI>0/9, RMSEA<0/08)

Therefore, the psychosocial environment of the classroom plays a vital role in predicting academic engagement and well-being, and academic engagement cannot play a mediator role in the classroom psychosocial atmosphere.