Structural Relationships of Executive Functions with Academic Engagement in Female Students: Mediated Role of Perception of Educational Environment

Fereshteh Rastegar; Jamal Sadeghi; Vahid Fallah; Alireza Homayoni

Authors

Fereshteh Rastegar PhD Student, Department of Psychology, Islamic Azad University, Babol Branch, Babol, Iran Author https://orcid.org/0031-9475-3284-6008
Jamal Sadeghi Assistant professor, Department of Psychology, Islamic Azad University, Babol Branch, Babol, Iran. Author https://orcid.org/0031-9475-3284-6008
Vahid Fallah Assistant Professor, Department of Educational Sciences, Islamic Azad University, Sari Branch, Sari, Iran Author https://orcid.org/0031-9475-3284-6008
Alireza Homayoni Assistant Professor, Department of Psychology, Islamic Azad University, Bandar Gaz Branch, Bandar-e-Gaz, Iran Author https://orcid.org/0031-9475-3284-6008

Keywords:

Academic engagement, executive functions, perception of educational environment, female students

Abstract

Purpose: Present research was conducted with aim of the structural relationships of executive functions with academic engagement in female students: Mediated role of perception of educational environment. Methodology: This study was cross-sectional from type of correlation. The statistical research population was ninth grade female students of Sari County in the 2018-19 academic years. The research sample was 280 people who were selected by multi-stage cluster sampling method. To collect data were used from the questionnaires of academic engagement (Zrang, 2012), executive functions (Nejati, 2013) and perception of educational environment (Gentry & et al, 2002). Data were analyzed by structural equation modeling method in SPSS-18 and Amos-23 software. Findings: The results showed that the structural relationships of executive functions with academic engagement in female students: Mediated role of perception of educational environment had a good fit. In addition, executive functions on perception of educational environment and academic engagement and perception of educational environment on academic engagement had a direct and significant effect and executive functions with mediated of perception of educational environment on academic engagement had an indirect and significant effect (P<0.05). Conclusion: Regarded to the direct and indirect relationships of present study, can be enhanced the level of academic engagement via improving the executive actions and perceptions of the educational environment of female students.