Thesis:

Investigating the relationship between self-regulated learning and academic hope with academic engagement of twelfth grade female students in Ashkhane city

The purpose of this research was to investigate the relationship between self-regulated learning and academic hope with academic engagement of twelfth grade female students in Ashkhane city. The current research was cross-sectional in terms of its fundamental purpose, in terms of quantitative approach, in terms of data collection method, and in terms of research method, it was correlational and descriptive in nature. The statistical population of this research included all 12th grade female students of Ashkhane city in the academic year of 1402-1403 in the number of 1325 people. Cluster sampling method and the number of 298 people were selected using Karjesi and Morgan table. The method of data collection was library and field, using Sohrabi and Samani's educational hope questionnaires (2013), Bouffard et al.'s (1995) self-regulation assessment, and Ryu and Tseng's (2011) academic engagement. In this research, spss software version 25 was used for data analysis. The findings showed that there is a significant relationship between self-regulation learning and academic hope with the academic engagement of twelfth grade female students in Ashkhane city. To check the hypotheses of the research, multiple regression was used in a step-by-step method. According to the obtained results, self-regulated learning and hope are effective on the participants' academic engagement. In explaining this achievement, it can be stated that people who have high self-regulated learning are usually involved in academic activities. They know how to plan for learning and use effective strategies. On the other hand, academic engagement helps individuals develop self-regulation skills as they engage in activities that require planning, monitoring, and evaluation. The findings indicated that self-regulated learning and academic hope, as two key components, have a significant impact on students' academic engagement. In other words, students with higher levels of self-regulated learning engage in their academic activities with greater motivation and purpose, utilizing effective learning strategies. Additionally, academic hope provides them with the confidence to pursue their educational goals. These findings suggest that self-regulated learning and academic hope, by fostering motivation and purposefulness, help students deeply engage in their academic tasks and develop essential skills for planning, monitoring, and assessing their own progress.

Keywords: Keywords: self-regulated learning, academic hope, academic involvement