Investigating the Structural Relationships Between Self-Regulated Learning and Academic Motivation with the Mediating Role of Self-Esteem Among Upper Secondary School Students in Babolsar

Objective: The present study aimed to examine the structural relationships between self-regulated learning and academic motivation and to determine the mediating role of self-esteem among upper secondary school students in Babolsar. Methods and Materials: This applied study employed a correlational design based on structural equation modeling (SEM). The statistical population consisted of all tenth-, eleventh-, and twelfth-grade students in Babolsar during the 2025–2026 academic year. Using multistage cluster random sampling, 300 students were selected and included in the final analysis. Data were collected using the Self-Regulated Learning Questionnaire developed by Bouffard et al. (1995), the Academic Motivation Scale developed by Vallerand (1992), and the Rosenberg Self-Esteem Scale (1965). Descriptive statistics and Pearson correlation coefficients were calculated using SPSS, while the hypothesized structural model was tested using AMOS through maximum likelihood estimation. The adequacy of the model was evaluated using standard fit indices, including χ²/df, RMSEA, CFI, IFI, GFI, PNFI, and PCFI. Findings: The results indicated that all correlations among the principal study variables were positive and statistically significant (p < .001). Self-regulated learning demonstrated a significant positive direct effect on academic motivation (β = .545, p < .001) and self-esteem (β = .504, p < .001). Self-esteem also had a significant positive direct effect on academic motivation (β = .264, p < .001). Furthermore, the indirect effect of self-regulated learning on academic motivation through self-esteem was significant (β = .133, p < .001), confirming the mediating role of self-esteem. The structural model demonstrated satisfactory fit with the observed data (χ²/df = 1.47, RMSEA = .040, CFI = .995, IFI = .995, GFI = .986, PNFI = .563, PCFI = .569), supporting the proposed theoretical framework. Conclusion: The findings suggest that self-regulated learning is a significant predictor of academic motivation both directly and indirectly through self-esteem. Students with stronger self-regulatory skills tend to possess higher self-esteem, which in turn enhances their academic motivation.