Abstract
Academic boredom and self-compassion are among the numerous variables that affect the academic life quality of university students, although the literature investigating these variables together is scarce. In this study, we develop a model to indicate the direct and indirect relationships and effects between academic boredom, self-compassion, and the quality of academic life of university students. The research sample comprised 478 male and female students from the Faculty of Education at Assiut Al-Azhar University. Academic boredom, academic quality of life, and self-compassion scales were used for data analysis. The results revealed that the proposed structural model achieved a satisfactory goodness-of-fit level with the participants' data and that the research variables had direct and indirect relationships and effects. The findings also demonstrated that self-compassion partly mediated the relationship between academic boredom and academic quality of life. Recommendations and research suggestions are also provided.