the relationship between academic self-regulation and academic resilience with academic enthusiasm in high school students: The mediating role of academic self-concept

Amani, Ahmad; Alimoradi, Sargol

doi:10.22055/jac.2026.48696.2075

the relationship between academic self-regulation and academic resilience with academic enthusiasm in high school students: The mediating role of academic self-concept

Document Type : Original Research

Authors

ahmad Amani ¹

sargol Alimoradi ²

¹ Associate professor, Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

² Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

10.22055/jac.2026.48696.2075

Abstract

The second secondary school period, as one of the most sensitive educational stages, is accompanied by challenges such as increased academic pressure, competition for university admission, and motivational fluctuations, which can significantly affect students' academic engagement. Despite the widespread emphasis on the role of academic engagement in success and psychological well-being, there is still insufficient understanding of the underlying mechanisms affecting it, particularly within the cultural context of Iran. The present study aimed to investigate the relationship of academic self-regulation and academic resilience with academic engagement among high school students, as well as the mediating role of academic self-concept. The statistical population consisted of all the senior high school students in Kermanshah Province during the 2021–2022 academic year. A total of 350 students were selected through multi-stage cluster sampling. The data were collected with the Academic Self-Concept Questionnaire developed by Thompson and Chen (2004), the Academic Self-Regulation Questionnaire by Ryan and Connell (1989), the Academic Resilience Questionnaire by Samuels (2004), and the Academic Engagement Questionnaire developed by Fredricks et al. (2004). This study employed a descriptive-correlational research design, and the data were processed through path analysis. The findings indicated that academic self-regulation and academic resilience had significant direct effects on academic engagement. Furthermore, academic self-concept was found to mediate the relationships between academic self-regulation and academic engagement as well as between academic resilience and academic engagement. These findings highlight the importance of promoting students' academic engagement, as engaged students are more likely to enhance their learning potential and develop stronger self-regulation skills. Moreover, fostering a positive academic self-concept is essential, as students with a positive perception of their academic abilities are better able to strengthen their learning capacities and self-regulatory competencies

Keywords

Academic engagement

Academic self-regulation

Academic resilience

Academic self-concept

Subjects

School counseling

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