Investigating the Mediating Role of Resilience and Academic self-efficacy in the Causal Model of the Effect of Teacher-Student Interaction on Students’ Academic Engagement

The purpose of present study was to investigate the mediating role of resilience and academic self-efficacy in the causal model of the effect of teacher-student interaction on academic engagement of Kharazmi University students.

The method of this research is applied in terms of purpose and it is correlational studies in terms of data collection method. The statistical population of this study includes 14542 students of Kharazmi University in the second half of the academic year 2021-2022. In this study, 374 students were selected as a research sample by convenience sampling method. Rio’ Academic Engagement Questionnaire (2013), Samuels Resilience (2009), Murray-Zovich (2010) Teacher-Student Interaction, and Jenks & Morgan (1999) Academic Self-Efficacy Questionnaire were used to collect data. Path Analysis Method was used to analyze the research data through AMOS software.

The results show that the research model has good fit with data.  In this model, teacher-student interaction has a direct and significant effect on academic resilience, self-efficacy and academic engagement (p <0.01). In addition, the effects of academic resilience on academic engagement and academic self-efficacy on academic engagement were significant (p<0/01); and teacher-student interaction had indirect and significant effect on self-efficacy and academic resilience.

Therefore, according to the obtained results, it is obvious that constructive interaction between teachers and students increases their resilience, self-efficacy and academic engagement.