mediating role of psychological adjustment in the relationship between academic quality of life and self-regulation among students

Objective: this study aimed to explore the mediating role of psychological adjustment in the relationship between academic quality of life and self-regulation among high school students.methods: the research followed an applied, descriptive-correlational design. the statistical population comprised all male and female secondary school students in baharestan during the 2023 academic year. a stratified sampling method was used to select 300 eligible participants, ensuring representation across genders (male and female) and grade levels (tenth, eleventh, and twelfth). data were collected using validated questionnaires assessing academic quality of life, self-regulation, and psychological adjustment. pearson correlation analysis was conducted using spss (version 24) to examine variable relationships.results: the findings indicated a significant indirect effect of self-regulation on academic quality of life through psychological adjustment (p < 0.05). additionally, the direct relationship between self-regulation and academic quality of life was positive and statistically significant (p < 0.01).conclusions: the study highlights the crucial mediating role of psychological adjustment in enhancing the relationship between self-regulation and academic quality of life. students with stronger self-regulation skills tend to experience better psychological adjustment, which in turn positively influences their academic quality of life.