Mediation role of academic self-concept in the relationship of invitational education and school engagement in elementary sixth grade students

The purpose of this study was to investigation the relationship of invitational education with school engagement with mediation role of academic self-concept in Saghez sixth grade students 1396-97 academic year. The research method is correlation. The statistical population of this study includes 2485 students of the 6th grade elementary school in Saqez city. Through the Krejci and Morgan table and cluster sampling method, the sample size was 360 people. In order to collect the data, Amos, Pourki and Tobias (1984) invitational education questionnaire, Yi-Hissn Chen (2004) educational self-concept questionnaire and Wang et al. (2011) school engagement were used. In order to analyze the data, descriptive and inferential statistics were used by SPSS and Amos software. The results of this study showed that there is a positive and significant relationship between invitational education with academic self-concept, invitational education with engagement in school, self-concept with engagement in school (p < 0.05). Also, the results showed that educational self-concept have a mediating role in the relationship between invitational education and engagement in school.