Causal model of academic Engagement based on Academic support and psychological capital of university students

The aim of this study was to investigate the causal relationship between academic support and academic engagement with the mediating role of psychological capital. For this purpose, 230 students (108 females, 122 males) at the Farhangian University of Kurdistan were selected by systematic random sampling. Data were collected using Sands and Plunkett’s, Academic Support Scale, Luthans and Avolio’s Psychological Capital Questionnaire, and Reeve’s Academic Engagement questionnaire. Data was analyzed via path analysis using structural equation modeling. The findings corroborated the good fitness of the model with the research data. According to the results, the direct path from academic support to academic engagement, psychological capital to academic engagement, and academic support to psychological capital was significant (P <0.01). The indirect path from academic support to academic engagement through psychological capital was also significant (P <0.01).  In sum, the results of this research show that academic support by affecting psychological capital can lead to effective involvement of students in educational and learning activities.