Document Type : Original Article
Authors
1 specialized doctorate in information science and epistemology,knowledge management
2 MA Clinical Psychology, Research Sciences Branch, Islamic Azad University, Tehran, Iran
3 MA Curriculum Planning, Shahid Rajaee Teacher Training University, Tehran, Iran.
4 MA Curriculum Planning, Shahid Rajaee Teacher Training University, Tehran, Iran
5 MA Islamic Philosophy, Al-Zahra University, Qom, Iran
Abstract
The present study examined the relationship between student-teacher relationships and students’ academic engagement, with a particular focus on the mediating role of psychological well-being. A total of 380 high school students in Ahvaz, Iran, participated in the study. Data were collected using the Student-Teacher Relationship Scale – Short Form (STRS-SF), the Academic Engagement Scale, and Ryff’s 18-item Psychological Well-Being Scale. Structural Equation Modeling (SEM) was employed to analyze the data and test the hypothesized model. The results indicated that student-teacher relationships positively predicted both academic engagement and psychological well-being. Moreover, psychological well-being was found to mediate the relationship between student-teacher relationships and academic engagement. The model demonstrated an acceptable fit to the data (CFI = 0.94, RMSEA = 0.053). These findings underscore the critical role of emotional and psychological support in academic contexts and highlight the importance of fostering strong interpersonal connections between teachers and students. Enhancing student-teacher relationships and promoting psychological well-being may serve as effective strategies to increase students’ academic engagement
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