Provide a model of the causal model of Academic Engagement and Academic Self-efficacy with Academic Performance through Perception of school atmosphere in Gifted Students

This study aimed to explore the causal relationship of academic engagement and academic self-efficacy with mediation school climate in high school gifted students studying in Ahvaz in the school year 2018-2019. The research is of a provide model of the causal model relationship. The participants of the present study were selected using random stratified random sampling, included a sample of 300 students (140 boys gifted and 160 girls gifted). To collect the required data four educational questionnaires were used including Zarang Questionnair(2011), Maurice Academic Self-Efficacy Questionnaire(2001), Taylor's Educational Performance Questionnair(1999), a Trick and Mouse School climate understanding Questionnaire (1973). To analyze the collected data, the Pearson correlation coefficient was used and SPSS 18 and Amos 18 were used for evaluating the proposed model. The findings of the present study showed that the current pattern of development goals in the research community is valid (RMSEA = 0.08). Gifted students have a positive and significant relationship in all direct paths of academic engagement and academic self-efficacy with the component of the school meditation. Moreover, the indirect paths of research in academic engagement and academic self-efficacy with the mediation of school meditation have an effect on academic performance.