Validation of the Persian version of the Academic Engagement Scale for Adolescents

Document Type : Scientific Articles

Authors

1 Associate Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Payame Noor University, Tehran, Iran.

2 Assistant Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.

Abstract

Academic engagement is considered one of the most essential elements to achieve educational success and decrease levels of school dropout. Therefore, access to valid and reliable tools to measure this multidimensional meta-construct is of great importance. This research was conducted with the aim of psychometric analysis of the Persian version of the Academic Engagement Scale for Adolescents (Martínez & Perez-Fuentes, 2024). In this descriptive survey study, 350 adolescents (180 girls and 170 boys) were selected from the statistical population of the first secondary students of the 4th education district of Tehran in the academic year 1402-1403 using the available sampling method responded to the Academic Interest Scale for Adolescents (Luo, Dang & Xu, 2019) and the Motivational Persistence Scale (Constantin, Holman & Hojbotă, 2011). The results of the confirmatory factor analysis showed that the AESA had good factorial validity with a tree-factor structure consisting of cognitive engagement, emotional engagement and behavioral engagement. In addition, the results related to the correlation between the dimensions of academic engagement with motivational persistence and academic interest, supported the criterion validity of the Persian version of the AESA (P<0.001). In sum, the results of this research, while supporting the theoretical positions of the three-dimensional conceptual model in the field of academic engagement studies, showed that the Persian version of the academic engagement scale for adolescents, as a multifaceted tool, was a valid and reliable tool for measuring the meta-construct of academic engagement of Iranian adolescents.

Keywords

References

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Journal of Educational Psychology Studies
Volume 22, Issue 59
September 2025
Pages 176-152

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