Purpose: Present research was conducted with aim of the structural relationships of executive functions with academic engagement in female students: Mediated role of perception of educational environment.
Methodology: This study was cross-sectional from type of correlation. The statistical research population was ninth grade female students of Sari County in the 2018-19 academic years. The research sample was 280 people who were selected by multi-stage cluster sampling method. To collect data were used from the questionnaires of academic engagement (Zrang, 2012), executive functions (Nejati, 2013) and perception of educational environment (Gentry & et al, 2002). Data were analyzed by structural equation modeling method in SPSS-18 and Amos-23 software.
Findings: The results showed that the structural relationships of executive functions with academic engagement in female students: Mediated role of perception of educational environment had a good fit. In addition, executive functions on perception of educational environment and academic engagement and perception of educational environment on academic engagement had a direct and significant effect and executive functions with mediated of perception of educational environment on academic engagement had an indirect and significant effect (P<0.05).
Conclusion: Regarded to the direct and indirect relationships of present study, can be enhanced the level of academic engagement via improving the executive actions and perceptions of the educational environment of female students.