نقش هیجان تحصیلی در پیش‌بینی درگیری تحصیلی: نقش واسطه‌ای الگوی ارتباطی خانواده در فرآیند تحصیل

The present study aimed to examine the role of academic emotions in predicting academic engagement, with a particular focus on the mediating effect of family communication patterns within the educational process. Academic engagement has consistently been recognized as a pivotal determinant of academic achievement, learning motivation, and long-term educational outcomes. While previous research has documented the significance of student engagement for academic success, the mechanisms through which emotional experiences translate into engagement behaviors remain insufficiently understood. Drawing upon theoretical frameworks in educational psychology, positive psychology, and family systems theory, this study sought to elucidate how both positive and negative academic emotions contribute directly and indirectly to student engagement, and the extent to which family communication patterns serve as a mediating factor.

The study employed a descriptive-correlational design. The target population consisted of high school students enrolled in the second stage of secondary education in Tehran during the 2024–2025 academic year. Utilizing a multi-stage cluster random sampling procedure, 280 students were initially selected, of whom 251 completed the questionnaires, providing a robust dataset for statistical analysis. Data collection instruments included the Academic Emotions Questionnaire developed by Pekrun and colleagues (2005), the Family Communication Patterns Questionnaire by Koerner and Fitzpatrick (2002), and the Utrecht Work Engagement Scale for Students adapted by Carmona-Halty and colleagues (2019). These measures have consistently demonstrated strong psychometric properties, ensuring both reliability and validity in capturing the constructs of interest.

Structural equation modeling (SEM) was employed to evaluate the proposed conceptual framework and examine both direct and indirect pathways. The analysis revealed that positive academic emotions exert a significant direct effect on academic engagement (β = 0.080, p > 0.04), whereas negative academic emotions also demonstrated a significant direct effect (β = -0.339, p < 0.0005). Additionally, positive academic emotions displayed a significant indirect effect on academic engagement (β = 0.031, p < 0.05), and negative academic emotions similarly exerted a significant indirect effect (β = -0.189, p < 0.0005). These findings indicate that family communication patterns partially mediate the relationship between academic emotions and engagement, highlighting the crucial role of familial dynamics in shaping educational behaviors.

The results underscore the multifaceted and dynamic nature of academic emotions. Positive emotions, including enjoyment, pride, and hope, function as motivational resources that broaden students’ cognitive and behavioral repertoires, fostering persistence, self-regulated learning strategies, and adaptive coping mechanisms. They enhance intrinsic motivation, encourage active participation in classroom activities, and strengthen commitment to academic goals. In contrast, negative academic emotions, such as anxiety, frustration, and shame, can narrow attention, heighten perceived threats of failure, reduce motivation, and promote disengagement, unless adequately moderated by supportive family environments. The mediating effect of family communication patterns suggests that families play a critical role in either amplifying or buffering the impact of these emotional experiences. Constructive communication patterns, characterized by openness, responsiveness, and emotional support, help students regulate their emotions effectively, sustain engagement, and navigate academic challenges with resilience. Conversely, controlling, conflict-laden, or punitive communication styles exacerbate the adverse effects of negative emotions, potentially leading to avoidance, reduced participation, and diminished academic performance.

From a practical standpoint, these findings provide important implications for educators, policymakers, and families. First, interventions aimed at enhancing positive academic emotions, such as enjoyment and pride, and equipping students with emotional regulation strategies, can directly and indirectly foster engagement and learning outcomes. Second, family-centered programs promoting effective communication, emotional attunement, collaborative problem-solving, and support for autonomy can serve as pivotal mechanisms to strengthen engagement and mitigate the detrimental effects of negative emotions. Integrating interventions that target both individual emotional competencies and family relational dynamics provides a comprehensive approach to enhancing academic engagement, motivation, and achievement.

In addition to practical implications, the study contributes to theoretical advancements in understanding the interplay between affective experiences, family dynamics, and engagement outcomes. By empirically demonstrating both the direct and indirect pathways through which academic emotions influence engagement, this research reinforces the importance of considering contextual and relational factors, rather than focusing solely on individual student traits. Moreover, the findings highlight the necessity of promoting emotionally supportive environments within families and schools, particularly in culturally diverse educational contexts, to optimize students’ engagement, motivation, and well-being.



In conclusion, the current study illuminates the critical role of academic emotions in shaping students’ engagement, emphasizing the mediating influence of family communication patterns. Positive and negative emotions exert distinct yet interconnected effects on engagement, and family interactions serve as a key mechanism in translating these emotional experiences into behavioral outcomes. Future research is encouraged to replicate these findings across diverse educational levels and cultural contexts, employ longitudinal designs to assess causal pathways, and explore additional familial and contextual moderators that may further elucidate the dynamics of academic emotions and engagement. Collectively, these insights underscore the value of addressing both emotional and familial dimensions in educational practice, fostering sustained academic engagement, and promoting student success in an increasingly complex learning environment.