Document Type : Original Article
Author
Department of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
Abstract
Academic motivation and engagement are critical factors influencing students’ academic achievement, and understanding students’ perspectives and lived experiences can provide insights for improving educational outcomes. This study aimed to explore academic engagement among male lower secondary school students in Tehran, Iran. Ten male students were purposively selected during the 2024-2025 academic year, and semi-structured interviews were conducted to capture detailed accounts of their experiences and perceptions. The data were analyzed using Corbin and Strauss’s (2015) thematic analysis approach, which enabled the identification of key patterns, themes, and subthemes related to academic engagement. The analysis revealed four main themes, eight subthemes, and thirty-two initial codes, indicating that academic engagement is a multidimensional and dynamic process shaped by internal, social, environmental, and practical factors. Academic disengagement was found to extend beyond the classroom, involving broader social, familial, and individual contexts. Students’ attitudes and behaviors were strongly influenced by teachers, parents, peers, and life experiences, while a sense of self-efficacy and confidence in their abilities enhanced active participation and further strengthened engagement. These findings suggest that academic engagement plays a vital role in students’ learning, fostering constructive participation and improving performance. Schools should therefore implement programs that simultaneously enhance self-regulation, self-efficacy, and belief in personal abilities, while providing a supportive social environment for students.
Keywords
)