TY - JOUR JF - Journal-of-Psychological-Science JO - Journal of Psychological Science VL - 21 IS - 112 PY - 2022 Y1 - 2022/7/01 TI - Modeling students' academic self-regulation based on family functioning, school climate and psychological hardiness with the mediating role of academic self-efficacy TT - مدل یابی خودنظم جویی تحصیلی دانش آموزان بر اساس عملکرد خانواده، جو مدرسه و سرسختی روانشناختی با نقش واسطه ای خودکارآمدپنداری تحصیلی N2 - Background: Much research has been done on the factors affecting students' academic self-regulation, but no study has been conducted that simultaneously examines the interactive effect of family functioning, school climate, psychological hardiness and academic self-efficacy variables on students' academic self-regulation. Aims: Students' academic self-regulation was modeled based on family functioning, school climate, and psychological hardiness as mediating academic self-efficacy. Methods: The present study was a correlational study using structural equation modeling. The statistical population of the present study included all male students studying in the second year of high schools in Tehran in the academic year 1399-1400 and 385 people were selected by available sampling method and given to motived strategies learning questiones (MSLQ) of Pintrich and Degroot (1990), McMaster model of family functioning (MMFF) of the Epstein et al., (1983), the school climate of Zullig et al., (1982), and academic self-efficacy of Gafoor and Ashraf (2007), responded. Results: The results showed that the hypothetical model of the research had a good fit with some modifications (GFI =.907, NFI =.901, CFI =.929, cmin / df = 2.150, RMSEA =.059). Also, the direct path coefficients between family functioning and school climate with academic self-regulation were significant, but the direct path coefficient between psychological hardiness and academic self-regulation was not significant. The results also showed that the indirect path coefficients between family functioning, school climate and psychological hardiness with academic self-regulation were significan Conclusion: Students' academic self-regulation can be enhanced by improving family communication processes, improving relationships within the school, and increasing students' psychological hardiness. SP - 743 EP - 762 AU - Shahravi, Ali AU - Ghanbari panah, Afsaneh AU - Shariat Bagheri, Mohammad Mahdi AU - Koushki, Shirin AD - Assistant Professor, Department of Counseling, Central Tehran Branch, Islamic Azad University, Tehran, Iran KW - academic self-regulation KW - family functioning KW - school climate KW - hardiness KW - academic self-efficacy UR - http://psychologicalscience.ir/article-1-1422-en.html DO - 10.52547/JPS.21.112.743 ER -