The Mediating Role of Academic Self-Regulation in the Relationship Between Academic Engagement and Psychological Hardiness Among Students

Ragh, Masomeh; Asadpour, Esmaeil; Rasouli, Mohsen

doi:10.22034/edus.2026.594630.1133

The Mediating Role of Academic Self-Regulation in the Relationship Between Academic Engagement and Psychological Hardiness Among Students

Document Type : Original Article

Authors

Masomeh Ragh ¹

Esmaeil Asadpour ²

Mohsen Rasouli ²

¹ Department of Psychology, CT.C., Islamic Azad University, Tehran, Iran.

² Associate professor, Department of counseling, Faculty of educational and psychology, Kharazmi university, Tehran, Iran.

10.22034/edus.2026.594630.1133

Abstract

Introduction: Academic engagement and psychological hardiness are important factors contributing to students’ adaptation to educational challenges and academic achievement. Academic self-regulation may mediate the relationship between academic engagement and psychological hardiness. Therefore, the present study aimed to investigate the mediating role of academic self-regulation in the relationship between academic engagement and psychological hardiness among students.
Methods: This fundamental research employed a descriptive-correlational design using structural equation modeling (SEM). The statistical population consisted of all upper secondary school students in Tehran during the 2024–2025 academic year. Based on Kline’s (2011) recommendations, the sample size was estimated at 350 students, who were selected using multistage cluster sampling. The research instruments included the Academic Engagement Questionnaire developed by Veiga (2016), the Academic Self-Regulation Questionnaire developed by Savari and Arabzadeh (2013), and the Psychological Hardiness Questionnaire developed by Kobasa (1982). Data were analyzed using SPSS version 28 and AMOS version 24 through structural equation modeling.
Results: The findings indicated that psychological hardiness had a significant positive direct effect on academic engagement. Psychological hardiness also had a significant direct effect on academic self-regulation. The results of the indirect effects analysis using the bootstrap method confirmed that academic self-regulation played a significant mediating role in the relationship between psychological hardiness and academic engagement.
Conclusion: Based on the findings, academic self-regulation serves as an important mediating variable in the relationship between psychological hardiness and academic engagement. Therefore, strengthening these constructs, particularly through training in academic self-regulation strategies, may contribute to increased academic engagement among upper secondary school students.

Keywords

Academic Engagement

Psychological Hardiness

Academic Self-Regulation