A Causal Model of Psychological Capital and Harmful Academic Behaviors: the Mediating Role of Emotional Regulation and Academic Self-Regulation

Background: this study aimed to present a causal model of the relationship between psychological capital and harmful academic behaviors for the mediating role of emotional regulation and academic selfregulation. method: the research method was the correlational model of structural equations. the statistical population of this study consisted of all eighth-grade students in yazd in the academic year 2010-2011, of which 300 were selected by multi-stage cluster sampling. the research instruments included the academic harmful behaviors questionnaire, the academic self-regulation questionnaire the emotional regulation problems questionnaire, and the psychological capital questionnaire. data analysis was performed by the structural equation modeling method by pls software. results: the results showed that the structure of psychological capital through the mediation of emotion regulation and academic self-regulation can predict the harmful behaviors of students. conclusion: therefore, it can be concluded that psychological capital could increase or decrease academic destructive behavior by increasing or decreasing them in academic emotion regulation and selfregulation.