Background: Engaging students and focusing their attention on subjects has always been one of the most important challenges of teaching. Objectives: Was to develop a causal model of academic engagement based on the perception of classroom structure and emotional self-regulation with the mediating role of academic self-efficacy in female students of the second period of high school in districts 1 and 2 of Sanandaj city in the academic year of 2021 - 2022. Methods: The descriptive research method was correlation and structural equation model. 500 students were selected from the mentioned population using cluster sampling method. Reeve et al.'s Academic Engagement Questionnaires, Blackburn's (1998) classroom structure perception, Hoffman and Kashdan's emotional self-regulation, and Morgan and Jinks' academic self-efficacy questionnaires were used as measurement tools. Data analysis was done with SPSS-19 and Smart-PLS-3 software. Results: The findings showed the indirect and significant effect of perception of classroom structure and emotional self-regulation on academic engagement through academic self-efficacy. In other words, the findings showed that the perception of classroom structure and emotional self-regulation has a direct and significant effect on academic self-efficacy and academic self-efficacy on academic engagement. Also, perception of classroom structure and emotional self-regulation have a significant and direct effect on academic engagement. Conclusions: The results of the present study showed that, in general, the perception of classroom structure and emotional self-regulation can be a suitable predictor for students' academic engagement through their academic self-efficacy.

Background: Academic engagement is one of the important educational issues that can affect the academic satisfaction of students to maintain their motivation and will to continue their studies. Objectives: The objective of this research was to determine the effectiveness of the educational program developed based on the model derived from the research on students' academic satisfaction. Methods: This applied research was a pre-test, post-test and follow-up with a control group. The statistical population consisted of all female students of the second year of high school in Sanandaj, who were studying in the academic year of 2022-2023. Using the random sampling method, 40 students whose academic satisfaction scores were low were selected and replaced randomly in two groups of 20 people, experimental and control. The experimental group was taught ten 90-minute sessions of the program based on academic engagement. The members of both groups completed the academic satisfaction questionnaire of Lent et al. The data were also analyzed by mixed variance analysis method in SPSS-25. Results: The results indicated that the average academic satisfaction scores in the experimental group compared to the control group increased significantly in the post-test and follow-up phase. Conclusions: The educational program based on academic engagement has been effective on students' academic satisfaction.