Examining the Impact of Family Functioning, Basic Psychological Needs, and Academic Emotions on Students' Academic Engagement in the Post-COVID Era

Abstract

Objective: The present study aimed to investigate the impact of family functioning, basic psychological needs, and academic emotions on students' academic engagement in the post-COVID era.

Methods and Materials: The study followed a descriptive methodology with a correlational research design based on structural equation modeling. The statistical population consisted of all high school students in Tehran’s educational system, from which 428 participants were selected using cluster sampling. Participants completed questionnaires on academic engagement, family functioning, basic psychological needs, and academic emotions. The reliability and validity of the instruments were confirmed using Cronbach's alpha coefficient and confirmatory factor analysis. Data were analyzed using structural equation modeling through AMOS software.

Findings: The results indicated that the direct effect of family functioning and its indirect effect via academic emotions on students' academic engagement were positive and significant. The direct effect of basic psychological needs on academic engagement was not significant; however, its indirect effect via academic emotions was positive and significant. The effect of positive academic emotions on students' academic engagement was positive and significant, while the effect of negative academic emotions was negative and significant.

Conclusion: It can be concluded that family functioning and basic psychological needs, mediated by students' academic emotions, influence academic engagement, leading to increased engagement in the post-COVID era.