Structural Equation Modeling of Students' academic engagement based on Academic Self-efficacy, transformational teaching with the Mediation Role of Academic Buoyancy

Academic engagement is one of the indicators of academic quality. The aim of This study was Structural Equation Modeling of Students' academic engagement based on Academic Self-efficacy, transformational teaching with the Mediation Role of Academic Buoyancy.

 This study was a correlational research based on structural equation modeling (SEM). The statistical population was all undergraduate students of Esfarayen University of Technology, in 2016-2017 academic year.The sample included 304 students (253 boys, 51 girls) who were selected using random cluster sampling. Academic Engagement scale (Fredericks, Blumenfild, Paris, 2004), Academic Buoyancy scale (Hossein Chari and Dehghanizadeh 2012), Academic self-efficacy (Owen & Froman, 1998),  and Transformational teaching scale (Beauchamp et al, 2010) were used to measure the intended variables.

Academic self-efficacy and transformational teaching had a direct, positive, and significant effect on academic engagement. Also, Academic self-efficacy and transformational teaching had indirect effects through academic buoyancy on academic engagement. Academic buoyancy could predict the student academic engagement positively. Overall, finding suggested that academic buoyancy had a mediating role in the relationship between academic self-efficacy, transformational teaching, and academic engagement.

Enhancing self-efficacy and teachers' use of transformational teaching, students helps them overcome their educational problems, and increase their academic buoyancy. These factors can enhance students' academic engagement to interact with each other.