Structural Modeling of the Role of Attachment Styles on Students’ Academic Motivation Mediated by Academic Self-efficacy

Background: Academic motivation has always been considered by researchers and specialists in educational psychology as a critical essential aspect of education. With motivation, students follow the necessary mobility to successfully finish an assignment reach goal demonstrating specific level proficiency their work finally acquire learning academic success. This study aimed evaluate structural modeling role attachment styles among mediated self-efficacy. Methods: analytical cross-sectional research was conducted using equations. The population included all high school (n=3057) seventh, eighth, ninth grades living Gonabad City, Iran, 2019-2020, whom 1646 were girls 1411 boys. A total 250 selected multi-stage cluster random sampling method based on principles equations sampling. After obtaining informed consent, participants completed situational scale, Morgan-Jinks student styles, cognitive emotion regulation questionnaire, revised adult classroom environments questionnaire. Then, data collected analyzed through Pearson correlation SPSS software version 19 AMOS 20. Results: self-efficacy (0.20) (-0.15) directly significantly affected motivation. In addition, (-0.23) had direct significant effect There indirect relationship between emotional (-0.07) (P<0.01). Conclusion: model owes good fit students’ with mediating Therefore, awareness teachers, parents, principals, other experts can improve