This research was conducted with the aim of modeling of Self-Handicapping based on School Attachment with the Mediating Role of Emotional Cognitive Regulation in High School Male Students in Khodabandeh city. The cross-sectional research method is correlational. The statistical population of the present study included all the second grade secondary school students of Khodabande city in the academic year of 1401-1400, 420 people were selected by cluster random sampling method. In this research, the tools of self-handicapping (Jones and Rudwalt, 1982), attachment to school (Moton et al., 1993) and emotion regulation (Garnefski & Kraaij, 2006) were used. In order to analyze the data, SPSS-V23 and Lisrel-V8.8 software were used. Also, in order to respond to the research hypotheses, structural equation modeling was used. The research findings showed that the model has a good fit. The results showed that Self-Handicapping based on attachment to school with the mediation of cognitive regulation of emotion has a good fit in the second secondary school boys of Khodabande city. In general, the results indicated the importance of the variables of attachment to school and cognitive regulation of emotion in predicting academic self-handicapping. Therefore, if the level of attachment to school and the cognitive regulation of emotion can be increased by using educational methods, the level of academic self-handicapping can be significantly reduced. Therefore, paying attention to the mentioned variables helps researchers and therapists in prevention and designing more suitable treatments.