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The present research explored the mediating roles of flow and self-handicapping behaviors in the relationship between academic psychological capital (PsyCap) and academic achievement in a purposive sample of university undergraduates (N = 300). Components of academic PsyCap were measured with the Perceived Self-efficacy subscale of the Student Approaches to Learning Scale, the Life Orientation Test -Academics, the Academic Hope Scale, and the Academic Resilience Scale. Flow and self-handicapping behaviorswere measured with the Flow Short Scale and the Self-handicapping Scale Revised, respectively. Students' cumulative grade point averages (CGPAs) in the previous semester were taken as an index of their academic achievement. The measurement model of the study revealed a good fit to the data and the structural model indicated the positive direct effects of academic PsyCap and flow and the negative effect of self-handicapping behaviors on academic achievement. Both flow and self-handicapping behaviors demonstrated a parallel mediation between academic PsyCap and CGPA such that academic PsyCap decreased self-handicapping behaviors, which in turn resulted in improved CGPA; on the other hand, academic PsyCap enhanced the flow experience, which led to improved academic achievement.Implications of the study and recommendations for future research are reflected upon.

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