Volume 4, Issue 4 (December 2025)
IJER 2025, 4(4): 1-12 |
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Aghajary Z, Azizmohammadi S. (2025). Investigating the Role of Academic Engagement and Persistence in Predicting Academic Interest of Learners. IJER. 4(4), 1-12. doi:10.22034/ijer.4.4.10
URL: http://ijer.hormozgan.ac.ir/article-1-483-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-483-en.html
1- Department of Psychology and Counselling, Farhangian University, Tehran, Iran
2- Department of Psychology and Counselling, Farhangian University, Tehran, Iran ,S-mm173@yahoo.com
2- Department of Psychology and Counselling, Farhangian University, Tehran, Iran ,
Abstract: (988 Views)
Objective: The present study aimed to examine the role of academic engagement and academic persistence in predicting learners’ academic interest within the educational system.
Methods: This study employed a descriptive-correlational design. The statistical population included all female students in lower and upper secondary schools in District 1 of Baharestan during the 2024–2025 academic year. A sample of 100 students was selected using the convenience sampling method. Data were collected using the Academic Engagment Questionnaire by Martin and Jackson (2008), the Academic Persistence Scale by Howard and Crayne (2019), and the Academic Interest Scale by Bahari et al. (2021). Data analysis was conducted using SPSS version 22, applying Pearson’s correlation coefficient and stepwise multiple regression analysis.
Results: Findings revealed a positive and significant relationship between academic engagement and persistence with students’ academic interest (P < 0.01). Moreover, academic engagement and academic persistence significantly predicted 40% of the variance in academic interest (P < 0.05).
Conclusion: Based on the results, educational planners and instructors can enhance learners’ academic interest by improving their experiences of academic engagement and persistence.
Methods: This study employed a descriptive-correlational design. The statistical population included all female students in lower and upper secondary schools in District 1 of Baharestan during the 2024–2025 academic year. A sample of 100 students was selected using the convenience sampling method. Data were collected using the Academic Engagment Questionnaire by Martin and Jackson (2008), the Academic Persistence Scale by Howard and Crayne (2019), and the Academic Interest Scale by Bahari et al. (2021). Data analysis was conducted using SPSS version 22, applying Pearson’s correlation coefficient and stepwise multiple regression analysis.
Results: Findings revealed a positive and significant relationship between academic engagement and persistence with students’ academic interest (P < 0.01). Moreover, academic engagement and academic persistence significantly predicted 40% of the variance in academic interest (P < 0.05).
Conclusion: Based on the results, educational planners and instructors can enhance learners’ academic interest by improving their experiences of academic engagement and persistence.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/05/9 | Accepted: 2025/08/11 | Published: 2025/12/19
Received: 2025/05/9 | Accepted: 2025/08/11 | Published: 2025/12/19
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