the mediating role of learning experience in the relationship between transformational teaching methods with academic engagement in student

Context: academic engagement structure includes learning‑related behaviors and teaching methods.aims: the purpose of this study was to investigate mediating role of learning experience in the relationshipbetween transformational teaching methods with academic engagement in student.settings and design: the research method was descriptive‑correlational and, in particular, structuralequation modeling.materials and methods: the statistical population of the study was 571 high school students in the cityof mahmoudabad in 2019. three hundred and thirty students were selected through a cluster samplingmethod of two stages. furthermore, beauchamp et al. (2010) transformational teaching methodsquestionnaire, fredricks, blumenfeld, and paris (2004) academic engagement questionnaire, and the hänzeand berger (2007) learning experience questionnaire were used. in this research, data analysis was doneby structural equation modeling in spss 18 and amos 23.statistical analysis used: the collected data were analyzed using structural regression equations usingspss 18 and amos 23 software.results: the results showed that there is a significant direct relationship between transformationalteaching methods with learning experience with academic engagement (p ≤ 0.01). the researchmodel was fit and validated, and 0.428 of the variance of academic engagement was explained bytransformational teaching methods and learning experience. learning experience in the relationshipbetween transformational teaching methods with learning experience with academic engagement wasmediating (p ≤ 0.01).conclusions: academic engagement changes on the basis of direct, transformational teaching methods ofteachers, and indirect learning experience of students can be explained.