Shenakht Journal of Psychology & Psychiatry

Introduction: Considering the importance of academic engagement in students' success, some experts in educational psychology have explained this structure.
Aim: The present study aimed to provide a structural model for predicting academic engagement based on self-regulation and perceived social support with the mediation of educational stress.
Methods: The research method was of the descriptive correlational type. The statistical population of this research included second-year high school students in Tehran in the academic year 2021-2022, from which 407 people were selected by random cluster sampling. The research tools included an Academic Engagement Questionnaire, a Self-Regulation Questionnaire, a Perceived Social Support Multifaceted Scale, and an Educational Stress Scale for Adolescents. The data were analyzed using the structural equation modeling method.
Results: The results of the present study showed that the indirect path coefficients between perceived social support (P<0.01, β=0.115) and self-regulation (P < 0.01, β = 0.140) with academic engagement with the mediation of educational stress were positive and significant at the 0.01 level.
Conclusion: academic engagement is predicted based on self-regulation and perceived social support with the mediation of academic stress in students. It is suggested to pay attention to other factors affecting academic performance, by informing parents, teachers and trainers through schools, workshops, media, and help them in providing suitable supportive environments to reduce academic stress and increase students' self-regulation.