The Relationship of self-regulation strategies and achievement goals with academic engagement and mediating role of Self-Handicapping and perfectionism

Introduction: Student engagement challenging is a definition that is influenced by multiple factors as a complex structure.The aim of this study was to determine the relationship between self-regulation strategies and achievement goals with academic engagement and mediation role of Self-Handicapping and perfectionism in students. Methods: Research method was descriptive - correlation with structural equation modeling method. The statistical population was all of the grade 10 and 11 students of Sardasht city, and determined 307 people with table's Morgan and selected as sampling by clustered random sampling method. The research data were collected through Pintrich and Diegretot Self-Regulatory Learning Strategies, Elliot & Murayama's achievement goal questionnaire, zerang's academic engagement, Jones & Rhodewalt's Self-Handicapping Scale and Frost's perfectionism Questionnaires. Data analyzed in AMOS software with structural equation modeling. Results: Analysis of the paths of the model show that there is significance the direct effect of self-regulation strategies, Achievement Goals mastery-approach, mastery-avoidance, performance-approach, performance-avoidance on perfectionism. There is significance the direct effect of self-regulation strategies, Achievement Goals mastery-approach, mastery-avoidance, performance-approach, performance-avoidance on Self-Handicapping. The direct effect of Self-Handicapping and perfectionism on academic Engagement is also significant. There is directly and indirectly significant effect of variable Achievement Goals mastery-approach on academic engagement. Conclusion: The results showed that self-regulatory strategies, achievement goals, mediated by Self-Handicapping and perfectionism promote students' academic engagement.