بررسی رابطه بین درگیری تحصیلی و احساس تعلق به دانشگاه با پیشرفت تحصیلی آموزش مجازی در دانشجویان

صدیقه  ایران نژاد; علیرضا منظری توکلی; حمید  ملایی زرندی

Authors

Sedigheh Iran Nejad PhD Student, Department of Psychology, Zar.C., Islamic Azad University, Kerman, Iran Author https://orcid.org/0009-0004-5525-9922
Alireza Manzari Tavakoli Department of Educational Sciences and Psychology, Ke.C., Islamic Azad University, Kerman, Iran Corresponding author https://orcid.org/0000-0002-1573-7748
Hamid Mollaei-Zarandi Department of Psychology, Zar.C., Islamic Azad University, Kerman, Iran Author https://orcid.org/0000-0002-6828-2177

Keywords:

Academic excitement, directly

Abstract

This study aimed to investigate the relationship of academic engagement and sense of university belonging with academic achievement in virtual education among students of the Islamic Azad University Electronic Branch. This applied study employed a descriptive-correlational design. The statistical population consisted of approximately 25,000 students enrolled at the Islamic Azad University Electronic Branch during the 2024–2025 academic year, from whom 300 students were selected through random sampling. Data were collected using an academic engagement questionnaire, a university belonging questionnaire, and an objective indicator of academic achievement based on students’ mean grades in virtual courses. The internal consistency of the self-report instruments was examined using Cronbach’s alpha. Pearson correlation coefficients and multiple linear regression analysis were applied using SPSS, with the significance level set at 0.05. Academic engagement was positively and significantly correlated with academic achievement in virtual education (r = 0.53, p < 0.001). Sense of university belonging was also positively and significantly associated with academic achievement (r = 0.46, p < 0.001), while academic engagement and university belonging were significantly correlated with each other (r = 0.44, p < 0.001). The multiple regression model was statistically significant, F(2, 297) = 78.11, p < 0.001, and academic engagement and university belonging jointly explained 34.5% of the variance in academic achievement (R² = 0.345). Academic engagement (β = 0.406, p < 0.001) and sense of university belonging (β = 0.281, p < 0.001) were both significant positive predictors of academic achievement. Higher academic engagement and a stronger sense of university belonging were associated with better academic achievement in virtual education, suggesting that strengthening students’ active participation in learning and their psychological connection with the university may contribute to improved outcomes in online higher education.

Downloads

Download data is not yet available.

References

Aghababaei Pour, T., Abdolahzadeh Gohari, A., Kohansal, L., & Sayadiyan, S. (2026). Mindfulness Training for Academic Achievement, Engagement, and Procrastination in Lower Secondary Students. International Journal of Body, Mind and Culture, 13(4), 211-223. https://doi.org/10.61838/ijbmc.v13i4.967

Akar Vural, R., Dönmez, B., Güven, H., & Gündogdu, K. (2020). A Cross Sectional Study of Eighth Graders' Sense of School Belonging, Subjective Well-Being, and Academic Achievement. Bulletin of Education and research, 42(3), 93-116. https://eric.ed.gov/?id=EJ1291077

Almurumudhe, L. K. A., Mahdad, A., Abdulkadhim Johni, A., & Yousefi, Z. (2024). The Mediating Role of Self-Esteem in the Relationship between Psychological Capital, Academic Engagement, and Academic Procrastination with Academic Performance among Students in Al-Diwaniyah, Iraq [Research Article]. Iranian Journal of Educational Sociology, 7(3), 1-9. https://doi.org/10.61838/kman.ijes.7.3.1

Bostwick, K. C. P., Martin, A. J., Collie, R. J., Burns, E. C., Hare, N., Cox, S., Flesken, A., & McCarthy, I. (2022). Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement. Journal of Educational Psychology, 114(8), 1931-1949. https://doi.org/10.1037/edu0000753

Dastbaz, A., & Aslani, S. (2025). The Structural Model of Academic Buoyancy Based on Academic Engagement and Achievement Motivation with the Mediating Role of Academic Vitality. Research in cognitive and behavioral sciences, 15(1), 77-102.

Fu, Y., Lin, Z., Zeng, G., & Lu, X. (2026). The Relationship between Resilience, Academic Engagement, and English Academic Achievement among Children in Rural Regions: The Mediating Effects of Academic Emotions. Current Psychology, 45(1), 12. https://doi.org/10.1007/s12144-025-08846-0

Haseli Songhori, M., & Salamti, K. (2024). The Linkage Between University Students’ Academic Engagement and Academic Support: The Mediating Role of Psychological Capital [Research Article]. Iranian Journal of Educational Sociology, 7(2), 72-84. https://doi.org/10.61838/kman.ijes.7.2.10

He, L., Pan, T., Lu, H., Yu, H., & Cui, J.-H. (2024). The Relationship Between Second Language Grit and Academic Achievement Among Chinese International Students: The Mediating Effect of Learning Engagement. New directions for child and adolescent development, 2024(1). https://doi.org/10.1155/cad/3402460

Hong, S., Ryu, J. Y., & Kim, M. (2024). An Analysis of the Relationships Among Academic Achievement Goal Orientation, Science Self-Concept, and Academic Engagement in Students Admitted Through the Social Integration Track at Science High Schools. Korean Soc Creativity Educ, 24(4), 79-93. https://doi.org/10.36358/jce.2024.24.4.79

Hosseinmardi, A. A., Ghorban Shiroodi, S., Zarbakhshbahri, M. R., & Tizdast, T. (2022). The Relationship of Academic Engagement, School Engagement and School Belonging with Academic Achievement by Mediated the Academic Achievement Motivation in Male Students. Sociology of Education, 7(2), 178-189. https://doi.org/10.22034/ijes.2021.534830.1123

Hosseinmardi, A. A., Ghorban Shiroudi, S., Zarvakhsh Behri, M. R., & Tizdast, T. (2021). The Relationship Between Academic Enthusiasm, School Engagement, and School Belonging with Academic Achievement Mediated by Academic Motivation in Male Students. Sociology of Education, 7(2). https://www.iase-jrn.ir/article_247190.html?lang=en

Johnson, R. M., & Finch, J. E. (2025). Academic Achievement and Engagement during the Transition to Middle Childhood: Comparisons by Learning Disability Status. Learning Disability Quarterly, 48(1), 37-50. https://doi.org/10.1177/07319487241288222

Legette, K. B., & Kurtz-Costes, B. (2020). Curricular Tracking, Students’ Academic Identity, and School Belonging. The Journal of Early Adolescence, 41(7), 961-981. https://doi.org/10.1177/0272431620977659

Mirzaei Gharehlar, Z., & Hatami, H. (2019). The prediction of Academic Resilience based on Sense of Belonging to School and Academic Engagement in female students. frooyesh, 8(9), 111-118. http://frooyesh.ir/article-1-1270-en.html

Ndyareeba, E., Biirah, J., & Kibedi, H. (2024). Achievement of Goal Orientation and Academic Engagement Among Adolescents in Southwestern Uganda. East African Journal of Education Studies, 7(2), 1-18. https://doi.org/10.37284/eajes.7.2.1848

Roshanzadeh, M., Tajabadi, A., Mazhari Dehkordi, B., & Mohammadi, S. (2021). Correlations of Self-esteem and Relationship with Parents with Academic Procrastination in Students: An Analytical, Cross-Sectional Study [Research]. Iran Journal of Nursing, 34(131), 31-43. https://doi.org/10.52547/ijn.34.131.31

Shao, Y., Kang, S., Lu, Q., Zhang, C., & Li, R. (2024). How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement. BMC psychology, 12(1), 278. https://doi.org/10.1186/s40359-024-01780-z

Tan, Y., Fan, Z., Wei, X., & Yang, T. (2022). School Belonging and Reading Literacy: A Multilevel Moderated Mediation Model [Original Research]. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.816128

Tomaszewski, W., Xiang, N., & Huang, Y. (2024). School climate, student engagement and academic achievement across school sectors in Australia. Australian Educational Researcher, 51, 667-695. https://doi.org/10.1007/s13384-023-00618-8

Wang, W., Khasawneh, M. A. S., Sarabani, L., & Ismail, S. M. (2025). Investigating the Influence of Positive Classroom Management Strategies on Academic Buoyancy, Academic Engagement, Psychological Well-Being and Language Achievement: Visions from EFL Learners. European Journal of Education, 60(3), e70149. https://doi.org/10.1111/ejed.70149

Weiland, K. (2024). The impact student engagement has on academic achievement Concordia University, St. Paul]. https://digitalcommons.csp.edu/teacher-education_masters/124

Yazdanpour, M., Barghi Moghadam, J., & Mirsamadi, H. (2019). Relationship between the Sense of School Belonging and the Academic Achievement in the Student Athletes with the Role of Mediocrity of Academic Excellence. Sport Psychology Studies, 8(29), 123-137. https://doi.org/10.22089/spsyj.2019.7264.1773