Predicting academic performance based on the functions of thinking style and parents' educational styles with the mediation of students' responsibility

This research was conducted with the aim of pre-academic performance based on the functions of thinking style and parenting styles with the mediation of students' responsibility. The descriptive research method was correlation type. The statistical population of the current study included all the students of the first secondary level of the 3rd district of Qom studying in the academic year of 2021-2022, of which 430 students were selected by the available sampling method and the questionnaire Pham et al.'s academic performance (1999, APQ), Sternberg's thinking styles (STSQ, 1992), Grolink et al.'s perceived parenting scale (PPQ, 1997) and Merkler et al.'s personal responsibility (PRQ, 2016) completed. Data analysis using the structural equation modeling method showed legal and executive thinking styles, parenting styles of mother and father and positive and meaningful relationship responsibility (p<0.01), and judgmental thinking style and academic performance. The negative correlation was significant (p<0.01) and legal, executive, judgmental thinking style and parenting styles of mother and father are related to academic performance through responsibility (p<0.01). The results of this research showed that there is a relationship between the functions of thinking style and the educational styles of parents with academic performance with the mediation of responsibility in students (p<0.05) and the research model has a favorable fit. The findings of this research can be used by experts in educational fields to improve academic performance.