Predicting Academic Engagement Based on Self-Esteem: The Moderating Role of Using Virtual Social Networks

Document Type : review Article

Authors

1 M.A. Student in Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran

2 Associate Professor, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran.

Abstract

Academic engagement is one of the constructs of positive psychology. The purpose of the current study was to predict academic enthusiasm based on self-esteem with the moderating role of using virtual social networks. The research method was descriptive-correlational and the sample consisted of upper secondary school students. 450 students were selected by multi-stage cluster sampling method. The data were collected according to Fedrikers et al.'s (2004) academic engagement questionnaire, Farzianpour's (2011) self-esteem questionnaire, and Jahanbani's (2017) virtual social networks questionnaire. They were analyzed by means of Pearson correlation coefficient and hierarchical regression (moderator). The results showed that academic engagement had a direct and positive relationship with self-esteem (r=0.292, p<0.01) and it had a negative correlation with the use of virtual social networks (r=0.197, p<0.01). Furthermore, the results of the moderator regression illustrated that the amount of use of virtual social networks played a moderating role in the relationship between self-esteem and academic engagement. Those who had high self-esteem and most of the time were in virtual social networks showed the decrease in their academic engagement. Meanwhile, with optimal use of virtual social networks, their academic engagement increased.

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