A Causal Model of Student Academic Engagement Based on Perceived Teaching Style with Mediating Role of Autonomous Motivation

Document Type : Scientific Articles

Authors

1 Ph.D student, Department of Assessment and measurement, Allameh Tabataba'i University, Tehran. Iran.

2 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.

10.22111/jeps.2025.49796.5818

Abstract

This study aimed to determine the mediating effect of autonomous motivation in the relationship between students' perceptions of teachers' motivational teaching style and academic engagement. The research method was correlational and path analysis. The statistical population included all undergraduate students of Farhangian University of Sistan and Baluchestan in the academic year 2023-2024 , totaling 5013 individuals. Based on Cochran's formula, 357 students (171 males and 186 females) were selected as a sample using stratified-random sampling. Data were collected using the Academic Motivation Scale by Vallerand (1992), Teacher as Social Context Scale by Belmont et al. (1988), and Academic Engagement Scale by Reeve (2013). The results showed a direct and significant relationship between teaching style with autonomous motivation and academic engagement (p<0.01). The path analysis results indicated that the autonomous support dimension had a direct and significant effect on academic engagement (p<0.05). Furthermore, the indirect effect of teaching style dimensions on academic engagement through autonomous motivation was also confirmed (p<0.05). Therefore, to enhance students' academic engagement, professors should prioritize autonomy-supportive teaching style as an educational strategy.

Keywords

References

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Journal of Educational Psychology Studies
Volume 22, Issue 60
December 2025
Pages 240-221

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