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Volume 25, Issue 163 (9-2026)
Journal of Psychological Science 2026, 25(163): 1-20 |
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Mousavi F, Barzegar M, Javidi H, Baghouli H. (2026). Developing a Causal Model of Academic Engagement based on Mindfulness, Perception of the Classroom Environment, and Parental Academic Engagement with the Mediation of Achievement Emotions and Basic Psychological Needs in Students. Journal of Psychological Science. 25(163), : 17 doi:10.66224/jps.25.163.17
URL: http://psychologicalscience.ir/article-1-3358-en.html
URL: http://psychologicalscience.ir/article-1-3358-en.html
Department of Psychology, Marv.C. , Islamic Azad University, Marvdasht, Iran. , mbarzegar55@gmail.com
Abstract: (14 Views)
Background: Individual, personality, and environmental factors play a decisive role in students' academic engagement. These factors include mindfulness, perception of the classroom environment, and parental academic engagement. In previous studies, while these factors have not been considered simultaneously, the role of factors such as achievement emotions and basic psychological needs as regulators of changes in students' academic engagement has been overlooked.
Aims: The aim of this study was to develop a causal model of academic engagement based on mindfulness, perception of the classroom environment, and parental academic engagement mediated by achievement emotions and basic psychological needs in students.
Methods: The method of this research was descriptive-correlation based on structural equation modeling. The statistical population of the study included all ninth-grade students who were studying in the first secondary schools in Shiraz in the academic year 2024-2025, Using the Multistage cluster sampling method, 280 of them were selected as a statistical sample. The collection tools in this study included the Reeve’s academic engagement Questionnaire (Reeve, 2013), Freiburg Mindfulness Inventory- Short Form (Walach et al., 2006), What is Happening in This Classroom Questionnaire (Fraser et al., 1996), Parental Academic Engagement Questionnaire (Fan & Williams, 2010), Achievement Emotions Questionnaire (Pekrun et al., 2005) and Psychological Basic Needs Inventory (Gagne, 2003). Also, the research data were analyzed using structural equation modeling (SEM) using SPSS version 27 and AMOS version 24 software, and the fitting model was calculated to determine the direct path, and descriptive indicators and the Bootstrap method were used to examine the role of mediators.
Results: The results of multivariate regression analysis showed that the overall model had a good fit (R² = 0.44, F = 183.79, p < 0.001) and among the variables included in the model, parental academic engagement (β = 0.41, P < 0.01) and mindfulness (β = 0.34, P < 0.01) had the most positive effect on increasing students' academic engagement, but perception of the classroom environment did not have this ability (P > 0.05). Among the predictors, basic psychological needs (β = 0.37, P < 0.01) and achievement emotions (β = -0.31, P < 0.01) had the most effect on students' academic engagement, respectively.
Conclusion: Overall, the findings of this study showed that mindfulness, perceptions of the classroom environment, and parental academic involvement can be good predictors of students' learning through their achievement emotions and basic psychological needs.
Aims: The aim of this study was to develop a causal model of academic engagement based on mindfulness, perception of the classroom environment, and parental academic engagement mediated by achievement emotions and basic psychological needs in students.
Methods: The method of this research was descriptive-correlation based on structural equation modeling. The statistical population of the study included all ninth-grade students who were studying in the first secondary schools in Shiraz in the academic year 2024-2025, Using the Multistage cluster sampling method, 280 of them were selected as a statistical sample. The collection tools in this study included the Reeve’s academic engagement Questionnaire (Reeve, 2013), Freiburg Mindfulness Inventory- Short Form (Walach et al., 2006), What is Happening in This Classroom Questionnaire (Fraser et al., 1996), Parental Academic Engagement Questionnaire (Fan & Williams, 2010), Achievement Emotions Questionnaire (Pekrun et al., 2005) and Psychological Basic Needs Inventory (Gagne, 2003). Also, the research data were analyzed using structural equation modeling (SEM) using SPSS version 27 and AMOS version 24 software, and the fitting model was calculated to determine the direct path, and descriptive indicators and the Bootstrap method were used to examine the role of mediators.
Results: The results of multivariate regression analysis showed that the overall model had a good fit (R² = 0.44, F = 183.79, p < 0.001) and among the variables included in the model, parental academic engagement (β = 0.41, P < 0.01) and mindfulness (β = 0.34, P < 0.01) had the most positive effect on increasing students' academic engagement, but perception of the classroom environment did not have this ability (P > 0.05). Among the predictors, basic psychological needs (β = 0.37, P < 0.01) and achievement emotions (β = -0.31, P < 0.01) had the most effect on students' academic engagement, respectively.
Conclusion: Overall, the findings of this study showed that mindfulness, perceptions of the classroom environment, and parental academic involvement can be good predictors of students' learning through their achievement emotions and basic psychological needs.
Article number: 17
Keywords: students' academic engagement, mindfulness, perception of the classroom environment, parental academic engagement, achievement emotions, basic psychological needs.
Type of Study: Research |
Subject:
Special
Received: 2026/02/17 | Accepted: 2026/07/27 | Published: 2026/09/23
Received: 2026/02/17 | Accepted: 2026/07/27 | Published: 2026/09/23
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)