Developing of academic engagement Model based on core self-evaluation and Developmental Assessts with the mediating role of Academic Help Seeking

The statistical population of this study included all students studying in the academic year 1400-1401 in Bu Ali Sina University of Hamadan. The sample group, which included 387 people, was selected by random cluster sampling method. And responded to the developmental assessts Questionnaire (Minnesota Research Institute, 2005), core self-evaluation Questionnaire (Jaj et al., 2003), Academic help seeking Questionnaire (Ghadampoor and Sarmad, 2006) and Academic engagement Questionnaire (Shuffle et al., 2002). Pearson correlation and structural equation analysis were used to analyze the data. Findings of this study showed that core self-evaluation and developmental assessts have a positive and significant relationship with the dimension of acceptance of help and academic engagement and a negative and significant relationship with the dimension of avoidance of help. There is a positive and significant relationship between the acceptance dimension of help seeking and academic engagement and a negative and significant relationship between the avoidance dimension of help seeking and academic engagement. The acceptance dimension of academic help seeking and the avoidance dimension of academic help seeking play a significant mediating role in the relationship between core self-evaluation and academic engagement and developmental assessts and academic engagement. Based on this finding, it can be concluded that by strengthening the internal and external Developmental Assessts and the Core Self-Evaluation of the individual, the acceptance dimension of help seeking increases and the avoidance dimension decreases. These factors can also increase people's participation and academic engagement in interaction with each other.