The Mediating and Moderating Role of Academic Boredom in the Relationship Between Academic Identity Patterns and Academic Engagement Among Visually Impaired and normal University Students Abstract: The aim of this research is to explore the mediating and moderating role of academic boredom in the relationship between academic identity Patterns and academic engagement among university students with visual impairments and their normal university students. The main sample comprised 313 students from the third and fourth years of theoretical faculties in Egyptian universities, with an average age of 20.665 years and a standard deviation of 0.473. Of the sample, 241 students (77%) were normal, and 72 students (23%) were visually impaired. The following research tools were utilized: the Academic Identity Patterns Scale by Wass & Isacicson (2008) (translated and standardized by the researchers), the Academic Engagement Scale (developed by the researchers), and the Academic Boredom Scale (developed by Nahla El-Shafei, 2023). Path analysis revealed that academic boredom mediated the relationship between (1) diffused identity, (2) moratorium identity, and (3) foreclosed identity, and academic engagement for students with visual impairments, with indirect effects of -0.791, -0.448, and 0.241, respectively, all of which were statistically significant. However, academic boredom did not mediate the relationship between achieved identity and academic engagement for students with visual impairments. For normal students, academic boredom mediated the relationship between (1) achieved identity, (2) diffused identity, and (3) moratorium identity, and academic engagement, with indirect effects of 0.303, -0.391, and -0.390, respectively. Academic boredom did not mediate the relationship between foreclosed identity and academic engagement for normal students. Additionally, academic boredom moderated the relationship between (1) diffused identity, (2) moratorium identity, and (3) foreclosed identity, and academic engagement for students with visual impairments, with interaction effects of 0.245, 0.297, and 0.241, respectively, all of which were statistically significant. However, academic boredom did not moderate the relationship between achieved identity and academic engagement for students with visual impairments, and it did not play a moderating role in the relationship between any identity Pattern and academic engagement for normal students, as all results were statistically non-significant.