en Educational Psychology پژوهشي Original <div style="text-align: justify;"><span style="color:#669933;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:150%"><b><span style="line-height:150%">Objective</span></b><span style="line-height:150%">: The current study aimed to examine the structural model of the dimensions of academic engagement with rumination and cognitive-behavioral avoidance mediated by self-efficacy in high school students of Marvdasht (Iran).</span></span><br> <span style="line-height:150%"><b><span style="line-height:150%">Methods</span></b><span style="line-height:150%">: The present study is applied research according to its purpose and based on its nature, it is a correlational study using structural equation modeling method. The population included all female high school students in Marvdasht in 2022. The sampling method was a multi-stage cluster in which 300 people were selected. The Sherer&#39;s Genenal Self-Efficacy Scale (SGSES), Ottenbreit & Dobson&#39;s Cognitive Behavioral Avoidance Scale, Nolen-Hoeksema&#39;s Rumination Scale and Shuffle and Becker Academic Participation Scale. </span></span><br> <span style="line-height:150%"><b><span style="line-height:150%">Results</span></b><span style="line-height:150%">: Results showed that academic engagement has a significant relationship with rumination and cognitive-behavioral avoidance. Also, rumination and cognitive-behavioral avoidance based on the mediating role of self-efficacy were able to predict academic engagement. According to the fit indices, the final model showed a good fit to the data. </span></span><br> <span style="line-height:150%"><b><span style="line-height:150%">Conclusions</span></b><span style="line-height:150%">: Recognizing the pivotal role of self-efficacy as a mediator underscores the significance of interventions aimed at strengthening students&#39; belief in their abilities. This holistic approach to student support can lead to improved academic engagement and mental well-being, ultimately benefiting both individual students and the broader educational community.</span></span></span></span></span></div> Self-efficacy, cognitive-behavioral avoidance, rumination, academic engagement 1 14 http://ijer.hormozgan.ac.ir/browse.php?a_code=A-10-1-13&slc_lang=en&sid=1 Fatemeh Homayon shiroebrahim69@gmail.com 0000-0002-7464-7355 No Master of Educational Psychology, Payame Noor University, Kharameh, Iran Bakhtyar Hassan Muhammadamin baxtiarhassan@uor.edu.krd 0000-0003-3673-4690 No PhD. counseling, Lecturer at Education and psychology Department, College of Education, University of Raparin, Kurdistan region, Iraq, baxtiarhassan@uor.edu.krd , 009647503144903 Masoumeh Safari Garaei Safarigaraei@yahoo.com 0000-0003-4497-6219 No Master of Curriculum Planning, Payam Noor University, Kharameh, Iran. Ali Nojumi Nojumi@gmail.com 0000-0001-8351-8777 No Bachelor of Elementary Education, Shahid Beheshti Teacher Training University, Eghlid, Iran Monireh Sadikhani Sadikhani@gmail.com 0000-0002-3231-6769 No Bachelor of Law, Payam Noor University, Safashahr, Iran Ebrahim Shirvani shiroebrahim69@gmail.com 0009-0004-6865-7663 Yes Master of Family Counseling, Allameh Tabatabai University, Tehran, Iran