Presenting a Causal Model For Predicting Academic Achievement Based On Problem-Solving Variables And Students' Audacity Mediated By Academic Resilience

The aim of this study was to provide a causal model for predicting academic achievement based on problem-solving variables and students' aspirations mediated by academic resilience.

The method of this research was descriptive correlation and structural equations. The statistical population consisted of all male high school students in Karaj in the academic year 97-98. Participants included 380 students who were selected through multi-stage cluster sampling. To measure the research variables were used the Academic Resiliency Questionnaire, the Assertiveness Questionnaire and the Problem Solving Questionnaire. For data analysis Pearson correlation test and path analysis were used to examine the causal relationships between variables.

According to research findings, problem solving skills have a direct effect on students' academic achievement (β=0/66, P≤0/01). The indirect effect of problem solving skills through academic resilience on students' academic achievement is significant (β=0/25, P≤0/05). this study was confirmed the direct effect of audacityon students' academic achievement (β=0/56, P≤0/01). this study was confirmed The indirect effect of audacityon students' academic achievement through academic resilience(β=0/26, P≤0/05). Academic resilience has a direct impact on students' academic achievement (β=0/55, P≤0/01). Overall, the results of this study provide evidence for the mediating role of academic resilience in the relationship between problem solving and audacitywith students' academic achievement.

Teaching problem-solving and assertiveness skills can increase academic resilience and subsequent academic achievement.