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.