Abstract :

The purpose of this research was to investigate the structural relationship between teacher-student interaction and academic engagement with the mediating role of documentation style and academic self-concept in secondary school students of Jam city.To determine the sample size, Morgan's table was used and 322 people were selected as the sample size. The sampling method in this research was done in a random stratified manner. To analyze the data obtained from the questionnaires, path analysis was used, and the data analysis was done with the help of SPSS and Amos statistical software. The findings of this research showed that there is a direct and significant relationship between teacher-student interaction and students' academic involvement (P<0.05). There is a direct and significant relationship between teacher-student interaction and academic self-concept (P<0.05). On the other hand, it was found that there is a direct and significant relationship between teacher-student interaction and document style (P<0.05). It was also found that there is a direct and significant relationship between academic self-concept and academic engagement (P<0.05). In addition, it was found that there is a direct and significant relationship between document style and academic engagement (P<0.05). Other findings showed that there is an indirect and significant relationship between teacher-student interaction and academic engagement with the mediating role of academic self-concept (P<0.05).

References:

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