Compilation of the causal model of the effect of school enrollment on the academic engagement of students with the mediating role of academic self-concept

The aim of this research was investigated of the mediating role of self-concept in relation between school environment and academic engagement of secondary school students in Shiraz. The research method was descriptive correlation. The statistical population consisted of all boys and girls of second grade secondary school in Shiraz. The sample consisted of 508 people who were selected by cluster random sampling. Measurement tools were the academic engagement questionnaire, the self-concept questionnaire and the scale of school environment. The scale of school environment included four subscales: teacher support, peer support, student autonomy, and clarity and stability of the law Data were analyzed using structural equation modeling method. The results of structural equation modeling showed that the dimensions the school atmosphere were a positive and significant predictor of academic self-concept. Also, the dimensions of school curriculum through self-concept were able to predict student engagement. In general, the results of this study showed the importance of learning environment and motivational structures on student learning conflicts.