KMAN Publication Inc. (KMANPUB) Journal of Adolescent and Youth Psychological Studies (JAYPS) 2981-2526 6 Serial Number 38 2025 10 10 Presenting a Structural Model of the Effect of E-learning on Academic Self-concept with the Mediating Role of Self-regulation Strategies in Lower Secondary School Students in Miandoroud Presenting a Structural Model of the Effect of E-learning on Academic Self-concept with the Mediating Role of Self-regulation Strategies in Lower Secondary School Students in Miandoroud 1 10 10.61838/kman.jayps.4479 EN Journal Article 2025 06 15 <table> <tbody> <tr> <td> <p><strong>Objective:</strong>  This study aimed to examine the structural relationship between e-learning and academic self-concept with the mediating role of self-regulation among lower secondary school students.</p> <p><strong>Methods and Materials: </strong>This research employed an applied, descriptive-correlational design based on Structural Equation Modeling (SEM). The statistical population included all lower secondary school students in Miandoroud during the 2023–2024 academic year. Using the Krejcie and Morgan Table, a sample of 331 students was selected through stratified random sampling by gender. Data were collected via three standardized questionnaires: the E-learning Questionnaire (Watkins, Triner, &amp; Lee, 1990), the Academic Self-concept Questionnaire (Yesen Chen, 2006), and the Self-regulation Questionnaire (Pintrich &amp; De Groot, 1990). Reliability was confirmed through Cronbach’s alpha (0.84, 0.89, and 0.86, respectively). Data were analyzed using AMOS and SEM with fit indices confirming the model adequacy.</p> <p><strong>Findings: </strong>E-learning had a significant positive effect on academic self-concept (β = 0.576, t = 7.147, p &lt; 0.05) and self-regulation (β = 0.814, t = 17.929, p &lt; 0.05). Self-regulation also had a significant positive effect on academic self-concept (β = 0.321, t = 3.161, p &lt; 0.05). Mediation analysis indicated that self-regulation partially mediated the relationship between e-learning and academic self-concept, as the indirect effect was statistically significant and the total effect exceeded 0.30.</p> <p><strong>Conclusion: </strong>E-learning enhances students’ academic self-concept both directly and indirectly through strengthening their self-regulation. Developing students’ self-regulatory strategies can maximize the benefits of digital learning environments and support positive academic self-beliefs.</p> </td> </tr> </tbody> </table> https://journals.kmanpub.com/index.php/jayps/article/download/4479/8159