fa روان شناسی تربیتی Educational Psychology پژوهشي Original <div style="text-align: justify;"><span style="color:#3300ff;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:150%">The aim of this study was to explore the role of attributional style as a mediator in the relationship between a supportive self-environment and academic self-regulation among female students at Yasuj Farhangian University. This research is grounded in an applied approach, utilizing a descriptive-correlational methodology alongside path analysis. The study&#39;s target population encompassed all female students at Yasuj Farhangian University in 2021, with a sample of 300 individuals selected through convenient sampling method. Data collection involved the administration of the Attributional Styles Questionnaire (ASQ), the Self-supportive Environment Scale (Assor et al., 2002), and the Self-Regulation Learning Strategy Scale (Zimmerman and Martinez-Pons, 1988). To investigate the proposed model, multiple regression and path analysis techniques were employed. The study&#39;s findings revealed several noteworthy results. Firstly, it was observed that a self-supportive environment had both a direct and significant effect on fostering an optimistic attributional style and simultaneously had a direct and significant influence on reducing pessimistic attributional style (p<0.05). Furthermore, the study unveiled that the self-supportive environment wielded a significant direct and indirect effect on academic self-regulation (p<0.05). Additionally, the results indicated that an optimistic attributional style had a direct and significant effect on academic self-regulation, and similarly, a pessimistic attributional style exhibited a direct and significant effect on academic self-regulation (p<0.05). In sum, this research underscores the significance of perceiving a self-supportive environment in shaping students&#39; attributional styles, ultimately contributing to the enhancement of academic self-regulation.</span></span></span></span></div> Attributional Styles, Self-Supportive Environment, Academic Self-Regulation, University students 199 222 http://ieepj.hormozgan.ac.ir/browse.php?a_code=A-10-573-1&slc_lang=fa&sid=1 Atefa Parse a.parseh4262@gmail.com 100319475328460010339 100319475328460010339 No MA Student, Faculty of Psychology and Educational Sciences, Yazd University, Yazd, Iran Kazem Barzegar Bafrooei k.barzegar@yazd.ac.ir 100319475328460010340 100319475328460010340 Yes Associate Professor, Faculty of Psychology and Educational Sciences, Yazd University, Yazd, Iran Hossein Hassani hassani.hossain@yazd.ac.ir 100319475328460010341 100319475328460010341 No Assistant professor, Faculty of Psychology and Educational Sciences, Yazd University, Yazd, Iran