Developing a Causal Model of Academic Engagement based on Self-Regulation and Academic Emotions with the Mediating Role of Academic Self-handicapping: The Effectiveness of the Plan from the Model on Academic Burnout*

This study aims to develop a causal model of academic engagement based on self-regulation and academic emotion with the mediating role of academic self-handicapping. The present paper is developmental in terms of purpose and correlational in terms of data collection. The statistical population includes all female high school students in Hamadan who were studying in the academic year 2019–2020 among whom 384 people formed the statistical sample. Measurement tools include Academic Engagment Questionnaire (AEQ), Self-Regulation Questionnaire (SRQ), Academic Emotion Questionnaire (AEQ), Academic Self- Handicapping Questionnaire (ASHQ) and Academic Burnout Questionnaire (ABQ). The results of structural equations with PLS software, Spearman correlation, and analysis of covariance with SPSS software indicated that the causal model of academic engagement based on self-regulation and academic emotion had a good fit with the mediating role of academic self-handicapping. The positive and negative emotions have an effect on academic conflict and academic self-handicapping, and academic self-handicapping explained the variable of academic conflict. On the other hand, positive and negative emotions have a significant effect on academic conflict with the mediating role of self-handicapping. Self-regulation also affects academic conflict and academic self-handicapping, and self-regulation is effective on academic conflict with the mediating role of self-handicapping. Self-handicapping has a negative significant effect on academic conflict.