Document Type : Original Article
Authors
1
PhD in Educational Management, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
2
Assistant Professor, Department of Educational Sciences, Farhangian University,Tehran, Iran.
10.22034/jam.2025.143750.1107
Abstract
The present study aimed to investigate the mediating role of academic self-efficacy and goal orientation in the relationship between academic support and academic engagement among students at Farhangian University. The research method was descriptive-correlational with an emphasis on structural equation modeling (SEM). The statistical population included all undergraduate students majoring in Primary Education, Special Needs Education, and Counseling and Educational Affairs at Farhangian University of Kurdistan Province (Shahid Modarres Campus). A convenience sampling method was employed, and 210 students were selected as the sample. Data were collected using the Academic Support Questionnaire by Sands and Plunkett (2005), the Academic Engagement Scale by Wang et al. (2011), the Academic Self-Efficacy Scale by Zajacova et al. (2005), and the Goal Orientation Questionnaire by Elliot and McGregor (2001). The validity of the instruments was confirmed by expert judgment, and their Cronbach’s alpha coefficients were 0.87, 0.74, 0.79, and 0.91, respectively. Data analysis was conducted using SPSS and SMART PLS software. The results indicated that academic support, academic self-efficacy, and goal orientation had a significant positive effect on academic engagement. Moreover, academic support had a significant impact on both academic self-efficacy and goal orientation. The mediating role of goal orientation and academic self-efficacy in the relationship between academic support and academic engagement was also confirmed. The overall model fit index was evaluated as acceptable (GOF = 0.27). These findings suggest that academic support can enhance students’ academic engagement by increasing their self-efficacy and goal orientation. These findings highlight the importance of creating supportive and motivating educational environments at Farhangian University, which foster the enhancement of students' self-efficacy beliefs and the establishment of meaningful goals, thereby facilitating active and sustained engagement in the learning process. Therefore, educational and counseling programs at Farhangian University should be designed with a particular focus on providing continuous support, strengthening students' academic self-efficacy, and promoting goal-directed behaviors to enhance academic enthusiasm and, consequently, academic performance.
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