structural model of academic engagement, rumination and cognitive-behavioral avoidance: mediating role of self-efficacy

Objective: the current study aimed to examine the structural model of the dimensions of academic engagement with rumination and cognitive-behavioral avoidance mediated by self-efficacy in high school students of marvdasht (iran).methods: the present study is applied research according to its purpose and based on its nature, it is a correlational study using structural equation modeling method. the population included all female high school students in marvdasht in 2022. the sampling method was a multi-stage cluster in which 300 people were selected. the sherer’s genenal self-efficacy scale (sgses), ottenbreit & dobson’s cognitive behavioral avoidance scale, nolen-hoeksema’s rumination scale and shuffle and becker academic participation scale. results: results showed that academic engagement has a significant relationship with rumination and cognitive-behavioral avoidance. also, rumination and cognitive-behavioral avoidance based on the mediating role of self-efficacy were able to predict academic engagement. according to the fit indices, the final model showed a good fit to the data. conclusions: recognizing the pivotal role of self-efficacy as a mediator underscores the significance of interventions aimed at strengthening students’ belief in their abilities. this holistic approach to student support can lead to improved academic engagement and mental well-being, ultimately benefiting both individual students and the broader educational community.