The role of family socio-economic status and teachers' social skills on academic achievement mediated with the Mediating academic engagement

The aim of this study was to investigate the role of family socio-economic status and social skills of teachers on academic achievement with the Mediating students' academic engagements. This research is of applied type and in terms of implementation, correlation and structural equation modeling analysis. The statistical population of this study included all 19 mathematics teachers and 5675 first grade male and female high school students in the academic year (2019-2020) of Aligudarz city. A one-stage cluster sampling method of one school for girls (50 people) and one school for boys (50 people) and 6 teachers were selected as a sample. Pham and Taylor (1999) Student Academic Achievement Questionnaire, Garmaroodi and Moradi Family Socio-Economic Status Questionnaire (2010), Matson et al. (1983) Teachers' Social Skills Questionnaire and Hunting Academic Engagement Questionnaire (2013) were used for data collection. Structural equation modeling was used to analyze the research data. The results showed that teachers 'social skills and family socio-economic status have a direct and significant effect on students' academic engagement (0.53 and 0.62). Socio-economic status the family and teachers 'social skills have a direct and significant effect on students' academic achievement (0.54 and 0.55) and indirect and significant effect (0.56 and 0.62) on the mediating of academic conflict; Students' academic engagement has direct and significant relationship with their academic achievement (0.69). the structural model of the research was approved. It can be concluded that socio-economic status family and teachers 'social skills have significant effect on academic achievement mediated of students' academic engagement.