Examining The Attributional Style as a Mediator of the Relationship Between Supportive Self-Environment and Academic Self-Regulation

The aim of this study was to explore the role of attributional style as a mediator in the relationship between a supportive self-environment and academic self-regulation among female students at Yasuj Farhangian University. This research is grounded in an applied approach, utilizing a descriptive-correlational methodology alongside path analysis. The study’s target population encompassed all female students at Yasuj Farhangian University in 2021, with a sample of 300 individuals selected through convenient sampling method. Data collection involved the administration of the Attributional Styles Questionnaire (ASQ), the Self-supportive Environment Scale (Assor et al., 2002), and the Self-Regulation Learning Strategy Scale (Zimmerman and Martinez-Pons, 1988). To investigate the proposed model, multiple regression and path analysis techniques were employed. The study’s findings revealed several noteworthy results. Firstly, it was observed that a self-supportive environment had both a direct and significant effect on fostering an optimistic attributional style and simultaneously had a direct and significant influence on reducing pessimistic attributional style (p 0.05). Furthermore, the study unveiled that the self-supportive environment wielded a significant direct and indirect effect on academic self-regulation (p 0.05). Additionally, the results indicated that an optimistic attributional style had a direct and significant effect on academic self-regulation, and similarly, a pessimistic attributional style exhibited a direct and significant effect on academic self-regulation (p 0.05). In sum, this research underscores the significance of perceiving a self-supportive environment in shaping students’ attributional styles, ultimately contributing to the enhancement of academic self-regulation.