The relationship of academic buoyancy and learning experiences with critical thinking of students in COVID-19: mediating psychological capital

critical thinking of students in COVID-19 with the mediating role of psychological capital. Method was correlation. Population were 17600 students of IAU, Tehran- north branch in 2020-2021. 210 participants selected by available sampling. Data were collected by questionnaires of Facione, s (1990) critical thinking, Dehghanizadeh and Hossein Chari, s (2012) academic buoyancy, Newmman and Newmman, s (1993) learning experiences and Lothanz & et al, s (2007) psychological capital and analyzed by Pearson’s correlation and hierarchy regression. The results indicate that there is a positive and significant relationship between academic buoyancy and learning experiences with critical thinking (P<0.01). The results of hierarchy regression showed that psychological capital significantly mediate on relation of academic buoyancy and learning experiences with critical thinking (P<0.01). Results showed evidences that academic buoyancy and learning experiences effect critical thinking through engagement of students in the process of constructive learning and psychological capital through improving positive constructs in students, more explain the role of these variables on critical thinking. In other to increase critical thinking of students, it is suggested pay attention to academic buoyancy and learning experiences and promote psychological capitals through counseling and training.