Academic engagement explains the extent to which learners identify with and value academic conclusions, and take part in academic and non-academic activities. The present study explores, quantitatively, a causal model of both psycho-social and motivational factors in academic engagement and their potential impacts on academic achievement outcome. The sample of this research consisted of ۴۸۰ undergraduate students at Alzahra University, Tehran, Iran who were selected by stratified random sampling method. The instruments which used in this study were The Academic Success Inventory, Boekaerts’ Motivation control scale (۱۹۸۷), Kuhl's Action Control scale (ACS-۹۰) (۱۹۹۴), Pintrich et al.'s Motivated Strategies for Learning Questionnaire (MSLQ) (۱۹۹۱), Schraw & Dennison's Metacognitive awareness inventory (MAI) (۱۹۹۴), Boekaerts' Intended/actual goals scale (۱۹۸۷), Zimbardo & Boyd's future time perception inventory (ZPTI) (۱۹۹۹), & Schaufeli, et al’s Academic Engagement scale (۲۰۰۲). Structural equation modeling (SEM) through AMOS-۲۲ was used for data analysis. The results indicated that motivational control–emotional states & competencies, self-efficacy, metacognition, action control–initiative persistence & disengage persistence- had significant effects on academic engagement. Also academic engagement can affect academic performance mediating by learner's intended/actual goals and future time perception in the current model. There is credence then, from our point of view, that policymakers and educators should consider advancing conceptualized complex psychosocial-motivational models to verify.

This study investigates the mediating role of time perspective in the relationship between self-efficacy and the tendency toward substance abuse in adolescent girls. A total of ۴۰۵ adolescent high school girls in Tehran (mean age: ۱۶; SD: ۱,۰۱) completed the Sherer general self-efficacy questionnaire, Zimbardo time perspective inventory, and the addiction potential scale. The results indicated that a low level of self-efficacy, high levels of past negative perspective, present hedonistic, and present fatalistic perspectives, low levels of past positive perspective, and futurism predicted an increase in the tendency toward substance abuse among adolescents. On the other hand, the time perspective mediated the relationship between the tendency toward substance abuse and self-efficacy. The findings showed the importance of self-efficacy instruction in primary programs designed to prevent drug abuse among adolescents. Moreover, the preventive programs should include measures to create a balanced time perspective that is, increasing futurism and past positive perspectives, and reducing present hedonistic, present fatalistic, and past negative perspectives.