Predicting Academic Performance through Self-Control, Autonomy, and Self-awareness in Secondary School Students Bandar Abbas

This article focuses on predicting the academic performance through self-control, autonomy, and self-awareness in a sample of second grade high school students in Bandar Abbas in 2017- 18.   The sample includes 504 students selected by multistage cluster sampling. The research instruments includes the Educational Performance Questionnaire by pham and Taylor (1999), Self-control Questionnaire by Tangney and his colleagues (2004), Self-control Questionnaire by Silverberg and Steinberg (1986), and Emotional Self-awareness Questionnaire Kauer, Reid, Crooke and his colleagues (2012). The Pearson test and multiple regressions method is used for investigating the research hypotheses. The findings of the present study reveal a positive and significant relationship between academic performance, self-control, and self-awareness. Also, self-control could predict the academic performance positively and significantly. Autonomy as the elements of “parents dis-idealizing and comprehending them as ordinary people” can predicts the academic performance negatively and significantly; while the element of “individualism” showed a positive and significant relationship. Also self-awareness, the elements of “identifying, environmentalism, and problem solving” could predict academic performance positively and significantly.   As a result, It can be said that self-control, autonomy, and self-awareness might be considered as important elements that affecting the students’ academic performance.