The relationship between Responsibility and Academic Engagement by mediation of Self-concept in Veteran’s Children in High School of East Azarbaijan Province

The purpose of present  study was to determine the relationship between responsibility and academic engagement by mediation of self-concept among the Warfare Victims’ Children High School of East Azarbaijan Province. The research design was descriptive and correlational. The statistical population consisted of all students of the sacrificial children who were studying in the schools of East Azarbaijan during the academic year of 1397-98. out of this population, 332 individuals were selected through multi-stage random sampling. Data were gathered using an Academic Fredricks engagement questionnaire (2004), Kourdloo responsbility questionnaire (2010), and Beck and Steer self-concept questionnaire (1978). Hierarchical regression analysis and Sobel test were used to analyze the data. The findings showed that there is a significant statistical relationship between academic engagment with responsibility and self concept. Responsibility alone accounts for only 7%, but with the concept of self-control, 23% of the variance in academic engagment. The Sobel test showed that the effect of the self consept as a mediator was significant [P <0.01, z = 6.26). The notion of self as mediator plays a role in the relationship between academic passion and responsibility