Volume 4, Issue 3 (September 2022)                   Iranian Evolutionary and Educational Psychology 2022, 4(3): 422-431 | Back to browse issues page


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Azizmohammadi S, Niosha B, Mirzamani Bafghi S M. Determining the Role of Social Support in predicting Academic Engagement with the Mediation of Empathy in High School Students. Iranian Evolutionary and Educational Psychology 2022; 4 (3) :422-431
URL: http://ieepj.hormozgan.ac.ir/article-1-561-en.html
1- PhD student in Educational Psychology, Saveh Branch, Islamic Azad University, Saveh, Iran
2- Associate Professor of Psychology Department, Saveh Branch, Islamic Azad University, Saveh, Iran
3- Professor, Department of Clinical Psychology, Faculty of Medical Sciences and Technologies, Science and Research Unit, Islamic Azad University, Tehran, Iran
Abstract:   (429 Views)
Academic engagement is a crucial construct in educational psychology. Academic engagement depends on a range of aspects that are associated to student characteristics, teacher, teaching methods, peers, and school features. This research aimed to examine the role of social support in predicting academic engagement mediated by empathy in high school students. We used a descriptive correlation design and examined the proposed model via structural equation modeling. The studied population included all female high school students of Baharestan, Tehran (Iran) in 2022. Participants were 320 people were selected by accessible sampling method. We used the Vaux social support appraisals (SS-A) scale, Fredricks school engagement and Adolescent Measure of Empathy and Sympathy (AMES) to collect data. Our results indicated that social support has a direct and positive effect on empathy (P< .01, β= .556) and empathy has a direct positive effect on students' academic engagement as well (P< .01, β= .329). Furthermore, social support affects students' academic engagement both directly (P < .01, β = .486) and through empathy (P < .01, β = .183). Overall, the results of this study exhibited that empathy can play a mediating role in the relationship between social support and students' academic engagement. The results point to the importance of considering emotional and social factors as predictors of academic engagement in high school students.
Full-Text [PDF 478 kb]   (115 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2022/05/11 | Accepted: 2022/08/13 | Published: 2022/09/1

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