Introduction and purpose: The students’ academic achievement and effective factors on it is a process which has attracted the attention of the researchers in the field of education. Therefore, the present study was conducted with the purpose of investigating the structural pattern of academic wellbeing according to the family communication patterns and academic self-handicapping with the mediating role of self-efficacy in the students.
Material and methods: The research method was descriptive and among correlational and structural equations. The statistical population of the current study included all the secondary high school students in the city of Khorram Abad in academic year 2019-20. The research samples included 373 students who were selected through relative classification method according to the gender and the grade. The applied questionnaires were academic wellbeing questionnaire (Tuominen-Soini et.al, 2012), family communication patterns questionnaire Koerner and Fitzpatrick, 2002), self-handicapping scale (Jones and Rhodewalt, 1982) and general self-efficacy questionnaire (Shrer and Madox, 1982). The data analysis was conducted via structural equation method after collecting the questionnaires.
Findings: The results showed that there is a significant relationship between the variables (p<0.001). Moreover, the mediating role of self-efficacy was confirmed in the relationship of family communication patterns and academic self-handicapping with the academic wellbeing in the students.
Conclusion: Considering the significant role of self-efficacy in the relationship of family communication patterns and academic self-handicapping with the academic wellbeing in the students, their academic wellbeing can be improved through providing self-efficacy training package for them.