The Structural Model of Motivational Climate Impact on Student-Teachers' Academic Engagement: The Mediating Role of Self-Regulated Learning and Academic Buoyancy

Articles in Press

Document Type : Original Research

Authors

1 Department of Psychology and Counselling, Farhangian University, Tehran, Iran.

2 Department of Educational Sciences, Farhangian University, Tehran, Iran

3 B.Sc. in Educational Science, Farhangian University, Tehran, Iran

10.48310/itt.2026.21386.1228

Abstract

Background and Objectives: In the process of teacher student education, academic engagement, as an indicator of their motivation and commitment in learning activities, plays a pivotal role in shaping their future professional competence and facilitating their educational productivity. In this context, the motivational climate, which shapes the motivation to learn through interpersonal interactions—particularly the teacher-student relationship—provides the necessary foundation for enhancing academic engagement. Therefore, this study aimed to determine the effect of motivational climate on teacher students' academic engagement with the mediating role of self-regulated learning and academic buoyancy. Methods: This correlational-descriptive study employed a structural equation modeling approach. The statistical population consisted of all teacher students at Farhangian University in West Azerbaijan Province, Iran. A sample of 223 participants was selected through multistage cluster sampling. Findings: The results revealed significant positive direct effects of mastery motivational climate, self-regulated learning, and academic buoyancy on academic engagement. Both mastery motivational climate and self-regulated learning demonstrated significant positive direct effects on academic buoyancy. Additionally, mastery motivational climate showed a significant positive direct effect on self-regulated learning. The mediating role of self-regulated learning and academic buoyancy in the effect of mastery motivational climate on academic engagement was positive and significant. Conclusion: The findings of this study underscore the fundamental role of a mastery motivational climate in enhancing the learning processes of student-teachers. The results demonstrate that establishing educational environments centered on competence development and personal growth directly contributes to increased academic engagement.

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Main Subjects

Theory and Practice in Teachers Education

Articles in Press, Accepted Manuscript
Available Online from 21 September 2026

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