Background and Objective: Academic engagement, as one of the key factors in student success, encompasses various dimensions including attention, effort, and active participation. This phenomenon not only affects students' academic performance, but is also an important predictor of their future success in life and the job market. However, several factors influence the level of student engagement, the most important of which are classroom structure and academic identity.
Methodology: In this regard, the main goal of the present study is to investigate the effects of predictive indicators of academic engagement based on classroom structure and academic identity in Harsin County. The statistical population of the present study was 100 people selected as a statistical sample using the Cochran formula and studied. Data analysis was performed through correlation analysis and structural equation modeling using SPSS and Smart PLS software.
Results and Findings: The results of the study showed that the structural model has good fit, validity, and reliability based on the data. All research hypotheses were confirmed; such that classroom structure and academic identity positively and significantly predict academic engagement. In addition, the path coefficients indicated a strong and direct effect of these variables on academic engagement. Overall, the proposed model was confirmed as a strong and reliable framework for explaining the studied relationships.