Abdol Naser Javan Mojarrad; Ali Akbar Sheikhi Fini; Hosein Zeinipour; Abbas Abolghasemi
Abstract
Purpose of study: the first aim of this study is to investigate the association between quality of curriculum and academic engagement. The second aim is to study the extent to which psychological self-efficacy can mediate this association. Method: to study our hypotheses, samples of 600 undergraduate ...
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Purpose of study: the first aim of this study is to investigate the association between quality of curriculum and academic engagement. The second aim is to study the extent to which psychological self-efficacy can mediate this association. Method: to study our hypotheses, samples of 600 undergraduate students of university of Guilan were recruited by simple random sampling technique. Participants were asked to complete scales on quality of curriculum, academic engagement and psychological self-efficacy. Results: Pearson correlation analysis showed that there is a positive significant relationship between quality of curriculum and academic engagement. Moreover, path coefficients of structural equation modeling revealed that the direct effect of quality of curriculum on academic engagement is significant. Furthermore, it supported the mediating role of psychological self-efficacy in the association between quality of curriculum and academic engagement. Practical Implications: In case the quality of curriculum in the University of Guilan is enough good, psychological self-efficacy of students would be potentially good factor to further develop their academic engagement. Originality: this study suggests quality of curriculum and psychological self-efficacy as two main variables contributing students to develop their academic engagement.
