Investigating the Effective Factors on Students' Academic Engagement through the Schools of Idealism, Realism and Pragmatism

Abstract

: Academic engagement is a multidimensional structure that consists of various behavioral, cognitive and motivational components. The purpose of this study was to investigate the factors affecting students' academic engagement through the schools of idealism, realism and pragmatism. The research method was descriptive-correlational and a researcher-made questionnaire based on the qualitative stage of the research was used to collect data. The statistical population of the study included all high school students in districts one and two of education in Urmia, Iran. The research sample was selected by stratified random sampling. Accordingly, 440 students (220 people from each education district) were randomly selected and answered the research questionnaires. Data were analyzed using statistical method of structural equation modeling in LISREL software. The reliability of the developed questionnaire was estimated to be 0.95, which indicated its optimal reliability. Also, based on the results of confirmatory factor analysis and standard factor loads, the measures of the latent variables of the schools of idealism, realism and pragmatism had a positive factor load that supported the validity of the measures in measuring the structure. As a result, the factor structure of the questionnaire for these variables could be confirmed. In general, the research findings supported the measurement of the structure of academic engagement through the educational schools of idealism, realism and pragmatism. Therefore, the questionnaire can be used to measure academic engagement through educational schools in research and educational contexts. burnout and well-being. In a study, showed that emotional engagement is associated with burnout, well-being and well-being. a overall school engagement negatively predicted academic failure. Students who attended classes regularly focused on learning topics, adhered to school rules, scored high overall, and performed better on standardized academic achievement tests. In the research of Mahmodiyan, emotional engagement had the most negative relationship with academic burnout. Hashemizade and Mahdiyan in a showed that there was a positive and significant relationship between academic engagement and blossoming with positive academic emotions. the results multiple