Iranian Journal of Educational Sociology 2645-3460 In Press 2026 11 01 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 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 1 15 10.61838/n7t6v848 EN Journal Article 2026 05 12 <p><strong>Purpose:</strong> 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.</p> <p><strong>Methods and Materials:</strong> 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.</p> <p><strong>Findings:</strong> 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).</p> <p><strong>Conclusion:</strong> 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.</p> https://qijes.com/index.php/ijes/article/download/1587/1555