Abstract
Purpose: the aim of the present study is the causal modeling of academic engagement based on supported academic performance, self-esteem and self-efficacy among undergraduate students at amir kabir university Methods:The sample group consisted of 375 samples (263 male and 113 female) that were selected randomly from the population. To collect data the academic engagement questionnaire by Schaufeli et al., the subscales of self-esteem and supported academic performance of Trauma Resilience Scale by Madsen and academic Self-Efficacy Scale of Breso et al were used. Results: For data analysis, path analysis was used. Data analysis showed that supported academic performance, self-esteem and academic self-efficacy directly affect academic engagement. The supported academic performance had the highest effect. Also supported academic performance was related to academic engagement indirectly through academic self-efficacy and self-esteem. Conclusion: In general the present study predicts about 32% of the variance in academic engagement. The results showed that the proposed model has a good fitness.
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