Development of a Structural Model of Academic Self-Handicapping Based on Academic Self-Concept with the Mediating Role of Academic Self-Regulation in Visually Impaired Male and Female Students

Abstract

The objective of this study was to develop and test a structural model of academic self-handicapping based on academic self-concept with the mediating role of academic self-regulation among visually impaired students. This descriptive–correlational study employed structural equation modeling. The statistical population included visually impaired students aged 12–22 in Tehran during the 2024–2025 academic year, and 230 participants were selected using convenience sampling. The instruments included the Academic Self-Handicapping Scale (Schwinger & Stiensmeier-Pelster, 2011), the Academic Self-Concept Scale (Liu & Wang, 2005), and the Academic Self-Regulation Scale (Bouffard et al., 1995). Data were analyzed using Pearson correlation and SEM through SPSS 24 and Amos 26. Results indicated a significant negative correlation between academic self-concept and academic self-handicapping (r = −0.542, p < 0.01) and a significant positive correlation between academic self-concept and academic self-regulation (r = 0.545, p < 0.01). The direct effect of academic self-concept on academic self-handicapping was significant (β = −0.705, p = 0.001). Bootstrap analysis confirmed the significance of the mediating role of academic self-regulation, as the 95% confidence interval for the indirect effect did not include zero. The findings demonstrate that academic self-concept influences academic self-handicapping both directly and indirectly through academic self-regulation. Enhancing students’ positive academic beliefs can improve self-regulatory skills and reduce self-handicapping behaviors among visually impaired learners.