Developing a Structural Model of Academic Self-Handicapping Based on Perceived School Climate With the Mediating Role of Academic Self-Regulation in Students With Visual Impairment
Keywords:
visual impairment, perceived school climate, academic self-regulation, academic self-handicappingAbstract
Objective: This study aimed to develop and test a structural model explaining academic self-handicapping based on perceived school climate, with the mediating role of academic self-regulation, among students with visual impairment.
Methods and Materials: The present research was fundamental in purpose and descriptive–correlational in design, employing structural equation modeling. The statistical population consisted of male and female students with visual impairment aged 12–22 years in Tehran during the 2024–2025 academic year, from whom 230 participants were selected using convenience sampling. Data were collected using the Academic Self-Handicapping Questionnaire, the Perceived School Climate Questionnaire, and the Academic Self-Regulation Questionnaire. After screening the data for normality, multicollinearity, outliers, and independence of errors, Pearson correlation coefficients and structural equation modeling were conducted using SPSS version 24 and AMOS version 26. The mediating effect of academic self-regulation was examined using the bootstrap method with a 95% confidence interval.
Findings: The results of structural equation modeling indicated that perceived school climate had a significant direct negative effect on academic self-handicapping (β = −0.78, p = .001). Perceived school climate also had a significant positive effect on academic self-regulation, which in turn had a significant negative effect on academic self-handicapping. Bootstrap analysis confirmed the significance of the indirect effect of perceived school climate on academic self-handicapping through academic self-regulation, indicating a partial mediation. Model fit indices demonstrated an acceptable to good fit of the proposed model (χ²/df = 2.85, CFI = 0.98, RMSEA = 0.07).
Conclusion: The findings suggest that a positive perceived school climate reduces academic self-handicapping both directly and indirectly by enhancing academic self-regulation in students with visual impairment.
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References
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