The Effect of Educational Ethics and Classroom Management Style on Students’ Academic Engagement in Arabic Courses: The Mediating Roles of Social Exchange Style and Academic Emotions among Secondary School Students in Kirkuk

Media  Najah Abdullah; Hassan Ghalavandi

doi:10.61838/n7t6v848

Authors

Media Najah Abdullah PhD Student, Department of Education, Urmia University, Urmia, Iran Author https://orcid.org/0009-0000-2258-2994
Hassan Ghalavandi Professor, Department of Education, Urmia University, Urmia, Iran https://orcid.org/0000-0003-3552-4958

DOI:

https://doi.org/10.61838/n7t6v848

Keywords:

Educational Ethics, Classroom Management Style, Academic Engagement, Social Exchange Style, Academic Emotions, Arabic Courses, Secondary School Students

Abstract

Purpose: This study aimed to investigate the effects of educational ethics and classroom management style on academic engagement in Arabic courses, with emphasis on the mediating roles of social exchange style and academic emotions among secondary school students in Kirkuk.

Methods and Materials: This applied quantitative study employed a descriptive-correlational design based on structural equation modeling. The statistical population comprised 5,778 secondary school students studying Arabic in Kirkuk, from whom 368 students were selected through cluster random sampling based on the Krejcie and Morgan sampling framework. Data were collected using the Academic Engagement Scale developed by Fredricks et al., the Teacher Classroom Management Style Questionnaire, Golparvar’s Academic Ethics Questionnaire, the Social Exchange Style Questionnaire, and the Academic Emotions Questionnaire developed by Pekrun et al. Descriptive statistics and inferential analyses were performed, and the hypothesized structural model was tested using AMOS version 23.

Findings: Structural equation modeling indicated an acceptable model fit, χ²(265) = 1361.061, χ²/df = 4.051, RMSEA = .065, CFI = .944, TLI = .912, IFI = .973, RFI = .942, and NFI = .915. Educational ethics significantly predicted academic engagement (β = .436, p = .001), social exchange style (β = .367, p = .006), and academic emotions (β = .818, p = .002). Classroom management style significantly predicted academic engagement (β = .538, p = .001), social exchange style (β = .763, p = .001), and academic emotions (β = .763, p = .001). Social exchange style (β = .403, p = .001) and academic emotions (β = .344, p = .029) also significantly predicted academic engagement. Significant indirect effects were found for educational ethics through social exchange style (β = .148, p = .001) and academic emotions (β = .281, p = .001), and for classroom management through social exchange style (β = .307, p = .001) and academic emotions (β = .262, p = .001).

Conclusion: Educational ethics and classroom management style contribute significantly to students’ academic engagement in Arabic courses both directly and indirectly through relational and emotional mechanisms, highlighting the importance of ethical, well-managed, and emotionally supportive classroom environments.

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