The Presentation of the causal relationship model of the functions of social cognition and academic engagement with the mediating role of achievement goals in student

The purpose of this study was to explain a model for predicting student engagement through social recognition functions and the central role of progress goals. The research method was descriptive correlational. The population of the study consisted of high school girl students in the 3rd district of Tehran, randomly selected by random cluster sampling of 260 students. The instruments used in this study were Academic Engagement Scale (Reeve & Tseng, 2011), Cognitive Abilities Questionnaire (Nejati, 2012), and Achievement Goals Questionnaire (Elliot & McGregor, 2001). Data were analyzed by SPSS-24 and Pearson correlation and Structural equation modeling tests. The results of this study indicated that the subscales of self-awareness, the theory of mind, and the threat diagnosis of social cognitive functions of students, 0.24 and the subscales of the avoidance of performance and the tendency to perform the goals of progress predicted 0.26 of variations in the variance of academic engagement. The results of the conceptual model of output also represent the functions of social cognition with full mediation of goals of progress, 0.25 of changes in behavioural conflict, 0.18 of changes in emotional involvement, 0.31of cognitive conflict changes and 0.18 of the variance of agency involvement subscale. Regarding the role of social recognition functions on goal orientation and academic engagement, empowerment programs of social cognitive functions of students can be of great help in orienting the students' academic achievement goals and goals.