Academic Support

Purpose: Considering the importance of school anxiety and its role in the decline of other academic performance, the present study was conducted with the aim of prediction of school anxiety based on the academic self-efficacy, academic support and academic engagement of first secondary students. Methodology: The current research was a descriptive from type of correlation. The research population was all first secondary students of Tabriz city in the academic years of 2022-2023. The sample size based on the Krejcie and Morgan table was calculated 269 people, which this number were selected by multi-stage cluster random sampling method. The research tools were the questionnaires of school anxiety (Philips, 1987), academic self-efficacy (Jinks & Morgan, 1999), academic support (Sands & Plunkett, 2005) and academic engagement (Reeve, 2013). The data obtained from the implementation of the questionnaires were analyzed with the methods of Pearson correlation coefficients and multiple regression with enter model in SPSS software. Findings: The findings showed that all three variables of academic self-efficacy, academic support and academic engagement had a significant negative relationship with school anxiety in first secondary students (P<0.01). Also, the three mentioned variables significantly were able to predict 56.5 percent of school anxiety changes in first secondary students (P<0.001). Conclusion: The results of this study have practical implications for people who deal with students, and they to reduce school anxiety in students can increase their academic self-efficacy, academic support and academic engagement through educational workshops.

Purpose: Despite the importance of university students' academic engagement and the role of academic support in facilitating their success, there appears to be a dearth of research investigating the mediating effect of psychological capital in this relationship, highlighting a significant gap in the existing literature. Methodology: This research was quantitative on the basis of the natural and general features and employed a descriptive-correlational approach based on the structural equation model (SEM). The statistical population of the research included all undergraduate students of Farhangian University of Kerman, approximately 2100 students. Out of this statistical population, 677 participants responded to the online survey. The sampling method was convenience sampling and the data was collected in the first semester of the academic year 1401-1402 (From Aban to Azar). Sands and Plunkett’s (2005) academic support scale, Reeve and Tseng’s (2011) academic engagement scale, and Luthans and Avolio’s (2007) psychological capital scale were used to gather data. The statistical analyses were conducted with SPSS 23.0 and AMOS 23.0. Confirmatory factor analysis (CFA) supported the validity of the scales used in the Iranian tertiary context. Correlational results indicated that the relationships among main research variables were significant. Findings: Structural equation modelling (SEM) indicated that psychological capital mediated the linkage between academic support and academic engagement (β = 0.58, p < 0.01). The results also revealed that academic support (β = 0.69, p < 0.01) and psychological capital (β = 0.39, p < 0.01) were predictive of university students’ academic engagement. Conclusion: The findings of this study indicated that providing academic support has the potential to influence students' psychological capital, resulting in their active engagement and participation in educational and learning endeavors. The limitations of this study and the future directions will be discussed.