University of Mohaghegh Ardabili Journal of School Psychology 22520821 14 2 2025 06 22 Structural Equation Model of the Academic Boredom based on Cognitive Emotion Regulation and Academic Self-Efficacy with Mediating Role of Academic Self-Handicapping Structural Equation Model of the Academic Boredom based on Cognitive Emotion Regulation and Academic Self-Efficacy with Mediating Role of Academic Self-Handicapping 57 72 4082 10.22098/jsp.2025.16079.5971 FA Maryam Shokri M.A Student in Educatiol Psychology, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran. Mohammad Reza Tamannaeifar Associate Professor, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran. Journal Article 2024 10 24 Objective: The purpose of the present study was to investigate structural equation model of the academic boredom based on cognitive emotion regulation and academic self-efficacy with mediating role of academic self-handicapping. Methods: This was descriptive-correlation research. The statistical population of the study was all students f University of Kashan in spring of year 2024. The sample size was selected based on Klein's model (2023) and with convenience sampling (online method) of 396 students. Data collection tools include the academic boredom questionnaire (ABQ) of Bieleke and et al (2021), cognitive emotion regulation questionnaire (CERQ) of Garnefski and Kraaij (2006), college academic self-efficacy scale (CASES) of Owen and Froman (1998) and academic self-handicapping Scale (ASHS) of Schwinger and Stiensmeier-Pelster (2011).Data were analyzed using Pearson correlation and structural equations modeling. Results: The results showed direct effect of maladaptive cognitive emotion regulation (β=0.46 and sig=0.001), adaptive cognitive emotion regulation (β= -0.30 and sig=0.041) and academic self-efficacy (β=- 0.45 and sig=0.002) were significant on academic boredom. Also, the results showed that academic self-handicapping had a mediating role in relationship between maladaptive cognitive emotion regulation (β=0.52 and sig=0.001), adaptive cognitive emotion regulation (β= -0.60 and sig=0.001) and academic self-efficacy (β=- 0.47 and sig=0.001) with academic boredom. Also, the final research model had a good fit (RMSEA=0.071, p<0.05). Conclusions: According to the findings of this research and the importance of the role of cognitive emotion regulation strategies and academic self-efficacy in academic boredom students', it is suggested that student counseling centers use emotion regulation and academic self-efficacy training, taking into account the mediating role of academic self-handicapping to improve academic boredom in students. Objective: The purpose of the present study was to investigate structural equation model of the academic boredom based on cognitive emotion regulation and academic self-efficacy with mediating role of academic self-handicapping. Methods: This was descriptive-correlation research. The statistical population of the study was all students f University of Kashan in spring of year 2024. The sample size was selected based on Klein's model (2023) and with convenience sampling (online method) of 396 students. Data collection tools include the academic boredom questionnaire (ABQ) of Bieleke and et al (2021), cognitive emotion regulation questionnaire (CERQ) of Garnefski and Kraaij (2006), college academic self-efficacy scale (CASES) of Owen and Froman (1998) and academic self-handicapping Scale (ASHS) of Schwinger and Stiensmeier-Pelster (2011).Data were analyzed using Pearson correlation and structural equations modeling. Results: The results showed direct effect of maladaptive cognitive emotion regulation (β=0.46 and sig=0.001), adaptive cognitive emotion regulation (β= -0.30 and sig=0.041) and academic self-efficacy (β=- 0.45 and sig=0.002) were significant on academic boredom. Also, the results showed that academic self-handicapping had a mediating role in relationship between maladaptive cognitive emotion regulation (β=0.52 and sig=0.001), adaptive cognitive emotion regulation (β= -0.60 and sig=0.001) and academic self-efficacy (β=- 0.47 and sig=0.001) with academic boredom. Also, the final research model had a good fit (RMSEA=0.071, p<0.05). Conclusions: According to the findings of this research and the importance of the role of cognitive emotion regulation strategies and academic self-efficacy in academic boredom students', it is suggested that student counseling centers use emotion regulation and academic self-efficacy training, taking into account the mediating role of academic self-handicapping to improve academic boredom in students.

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