Developing a causal model of Loneliness with Academic Self-handicapping In Gifted Female Students' of the Second High School: the Mediation of Academic Alienation

During the Corona period, loneliness became a major problem for many of their families and adolescents, which led to them educational problems. The purpose of this study was to investigate the mediating role of academic alienation in the relationship between loneliness with academic self-handicapping of gifted students of gifted students during e-learning.

The research method was correlation of the type structural equation modeling. The population of this study included all the population of this study includes all female high school students of Farzanegan Secondary School who were studying in the academic year 2020-2021. The statistical sample size was determined based on the rules of thumb Kline equal to 170 people, which was done by available sampling method and online questionnaire. The instruments used in this study were University of California LosAngeles Loneliness (UCLA), Academic Alienation Scale (AAS) and Self-handicapping Scale (SHS). Data analysis was performed by the SPSS-22, and AMOS-24 software.

The proposed model had good fit (RMSEA = 0.08, GFI = 0.97, CFI = 0.98). All direct correlations were reported significant (P<0.01). Moreover, indirect paths between loneliness and academic self-handicapping through the mediation of academic alienation were significant.

According to the findings, by emphasizing the methods of reducing students' academic alienation and increasing their interest in education through educational classes, workshops and by conducting individual and group counseling at school level, it is possible to provide grounds for reducing the loneliness and academic self-handicapping.