In this study, out of a total of 135 students studied, 129 individuals completed the questionnaires, with a response rate of 95%. Of these, five questionnaires were excluded due to missing information, and finally, 124 questionnaires entered statistical analysis phase. The results of the descriptive analysis showed that the mean ± standard deviation of the age of the subjects was 21.21 ± 3.08 years. Also, the number of male and female participants was 38 (30.6%) and 86 (69.4%), respectively. The results showed that 52 (41.9%) and 72 (58.1%) of the participants were indigenous and non-indigenous, respectively. Concerning the GPA, 5 (4%), 23 (18.5%), and 96 (77.4%) of the subjects obtained scores ranging 10-14, 14-16, and above 16, respectively. The results of the study on the academic semester of the subjects showed that 42 (33.9%), 2, 43 (34.7%), 29 (23.4%), and 10 (8.1%) individuals were studying in the second, fourth, sixth, and eighth semesters, respectively. From the learners' point of view, the degree of satisfaction from the academic period was low, moderate, and optimal in 40.3%, 24.4%, and 36.3% of cases, respectively.
The relationship between AE and CE with demographic and academic variables (Tables 1 and 2)
The results of one-way ANOVA, which was conducted on the relationship between age, gender, residence status, GPA, and semester status of the subjects with AE and course experience, indicated statistically significant relationship between the residence status (P = 0.012) with academic engagement, and age (P = 0.001), and semester status (P = 0.020) with course experience.
The findings also showed that the mean ± SD of CE and the AE was 105.60 ± 15.38 and 53.06 ± 16.80, respectively. Pearson correlation test also showed a statistically significant difference between mean scores in CE and AE (P <0.001).
The relationship between CE subscales with AE (Table 3)
The results of Pearson's correlation analysis on the relationship between the CE subscales, including good teaching, clear goals, appropriate assessment, appropriate workload, independence, and generic skills with AE showed a statistically significant relationship between all sub-scales, except for the proper workload sub-scale (P =0.234). The multivariate linear regression model showed that among the CE subscales, including good teaching, clear goals, appropriate assessment, independence, and generic skills, only two sub-scales of appropriate evaluation (P = 0.002) and generic skills (P=0.043) are connected to the learners’ academic engagement.
The relationship between the AE subscales with CE (Table 4)
The results of Pearson correlation analysis on the relationship between the AE subscales, including vigor, dedication, and absorption with teaching quality showed that, except for the absorption subscale (P = 0.058), there was a statistically significant relationship between two other sub-scales. The multivariate linear regression model showed that among the AE subscales, including vigor, dedication, and absorption, only the vigor subscale (P <0.001) is related to the teaching quality of learners.
The relationship between AE and CE with the satisfaction rate
One-way ANOVA also showed no significant relationship between the degree of satisfaction with the educational course with the CE score (P = 0.821) and AE (P = 0.743).