New approaches in education and health sciences management

New approaches in education and health sciences management

Investigating the Mediating Role of Academic Self-Regulation in the Relationship Between Academic Self-Handicapping and Perceptions of School Climate Among Visually Impaired Students

Document Type : Original Article

Authors
Soheila Khanjari 1
Hassan Pasha sharifi 2
Nastaran Sharifi 2
1 Department of Psychology and Education of Exceptional Children, CT.C., Islamic Azad University, Tehran, Iran.
2 Department of Psychology, Ro.C., Islamic Azad University, Roudehen, Iran.
10.22034/edus.2026.578676.1083
Abstract
Introduction: The landscape of education is increasingly recognizing the multifaceted nature of student success, extending beyond mere academic achievement to encompass psychological well-being and adaptive learning strategies. For students with visual impairments, this recognition is particularly critical. These students often navigate a unique set of challenges that can impact their engagement with the educational environment, their perception of the school's atmosphere, and their adoption of learning behaviors.

Methods: The research methodology was descriptive-correlational, employing structural equation modeling. The study population included all male and female visually impaired students aged 12 to 22 in Tehran during the academic year 1404-1403 (2025-2024). A sample of 248 students was selected using convenience sampling. The instruments used included the Academic Self-Handicapping Scale by Schwinger and Steinmetz-Plath (2011), the Perceptions of School Climate Questionnaire by Bru and colleagues (2011), and the Academic Self-Regulation Questionnaire by Bouffard and colleagues (1995). The collected data were analyzed using Pearson correlation and structural equation modeling with the aid of SPSS 24 and Amos software.

Results: The results indicated that the direct path coefficient between perceptions of school climate and academic self-handicapping (β = -0.780, p < 0.001), as well as between perceptions of school climate and academic self-regulation (β = 0.79, p < 0.001), and between academic self-regulation and academic self-handicapping (β = -0.21, p < 0.001) were significant. Furthermore, the bootstrap test results showed that the indirect effect of academic self-regulation was significant (β = -0.459).

Conclusion: The findings of this study offer significant insights into the complex interplay of factors affecting the academic lives of visually impaired students, underscoring the critical role of both the school environment and individual regulatory skills.
Keywords
Visual Impairment
Perceptions of School Climate
Academic Self-Regulation
Academic Self-Handicapping
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New approaches in education and health sciences management
Volume 3, Issue 1
april 2026
Spring 2026
Pages 67-80

  • Receive Date 23 December 2025
  • Revise Date 28 January 2026
  • Accept Date 18 March 2026
  • First Publish Date 21 March 2026
  • Publish Date 21 March 2026