Structural analysis of the relationship between mental vitality and academic engagement mediated by attitudes toward school and perception of teacher social support

The purpose of this study was structural analysis of the relationships between mental vitality and academic engagement mediated by attitudes toward school and perception of teacher social support.

The method of descriptive research was a survey of correlation and structural equation modeling. The statistical population of the study consisted of all third year high school students in Kermanshah who were studying in the 98-97 academic year. From this population, 650 students were selected using multi-stage cluster sampling method. The Rio (2013) Academic Conflict Questionnaire, Ryan & Frederick (1997), McCook & Siegel (2002), and Elliott et al.'s (2001) Social Support Perception were used as assessment tools. Data analysis was performed with two softwares SPSS19 and AMOS20.

Findings showed an indirect and significant effect of mental vitality on academic conflict through attitudes toward school and perception of teacher social support. In other words, the findings showed that mental vitality has a direct and significant effect on attitudes toward school and perception of teacher social support, and these two variables have a direct and significant effect on academic engagement. Also, the perception of teacher social support on school attitudes and academic conflict; And attitude towards school has a direct and significant effect on academic conflict.

the present study showed that mental vitality can be a good predictor of students' academic engagement through the perception of teacher social support and attitudes toward their school. Therefore, by increasing these three variables, students' academic engagement can also be increased.