Structural Model of Academic Engagement Based on Academic Self-Regulation and Academic Buoyancy: The Mediating Role of Emotional Intelligence in Students
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Objective: This study aimed to develop and test a structural model of academic engagement based on academic self-regulation and academic buoyancy, with emotional intelligence as a mediator among upper secondary school students.
Methods and Materials: A descriptive-correlational cross-sectional design using structural equation modeling was applied. The statistical population included all male upper secondary school students in Gorgan City, Iran, in 2024. A total of 350 students were selected through multi-stage cluster random sampling. Data were collected using the Academic Engagement Questionnaire, Academic Self-Regulation Questionnaire, Academic Buoyancy Questionnaire, and Schutte Emotional Intelligence Questionnaire. Data were analyzed using Pearson correlation and structural equation modeling in SPSS and AMOS version 24. Model fit was evaluated using CMIN/DF, RMSEA, SRMR, CFI, GFI, NFI, IFI, and TLI.
Findings: The model showed acceptable fit, CMIN/DF = 1.32, RMSEA = .07, SRMR = .03, CFI = .92, GFI = .91, NFI = .98, IFI = .96, and TLI = .96. Academic self-regulation, β = .67, p = .001, academic buoyancy, β = .27, p = .001, and emotional intelligence, β = .19, p = .001, had significant direct effects on academic engagement. Bootstrap analysis confirmed significant indirect effects of academic self-regulation, β = .69, and academic buoyancy, β = .55, on academic engagement through emotional intelligence. The model explained 64% of the variance in academic engagement.
Conclusion: Academic self-regulation and academic buoyancy predicted academic engagement directly and indirectly through emotional intelligence.
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