سرزندگی تحصیلی

The purpose of the present study was the role of the amount of usage and attitude towards virtual social networks in predicting the vitality and academic satisfaction of students. The research method was descriptive and correlational. The statistical population of the present study consisted of all the male students of the first year of high school in Rask city in the academic year of 2022-2023,(2150 students) which 356 students were selected as the sample of the study. To collect data, the questionnaire of the amount and attitude towards the use of virtual social networks by Hejazi et al. (2015), the Academic Vitality Questionnaire by Dehghanizadeh et al. (2011) and the Academic Satisfaction Questionnaire from Motlaq et al. (2007) were used. Data analysis was done using correlation coefficient and multiple regression analysis simultaneously in SPSS-26. The results of data analysis showed that there was a negative and significant relationship between the amount of use of virtual social networks with academic vitality and academic satisfaction. Also, there was a positive and significant relationship between the attitude towards virtual social networks with academic vitality and academic satisfaction. The results of the regression analysis showed that the amount of use and attitude towards social networks were able to predict students' academic vitality with -0.21 and 0.40, respectively. Also, the amount of use and attitude towards social networks were able to predict students' Educational Satisfaction with -0.21 and 0.40, respectively. Based on the results of the present study, it can be seen that the amount of usage and attitude towards the use of virtual social networks has an important effect on the academic performance of students.

The main mission of educationalists is to create a suitable platform for identifying the talents of students and helping them to emerge and flourishing talents according to individual differences. The aim of the present study was to investigate the effectiveness of philosophizing in exploration circles as a teaching method on the academic buoyancy of students.

The research method was semi-experimental using a pre-test-post-test design with a control group and random assignment of subjects. The study population included all the sixth grade students of Sangsar section of Rasht city in the academic year of 2022. Sampling was available and the number of samples was 40 people who were randomly divided into two experimental and control groups. To collect data, the academic buoyancy questionnaire (Martin and Marsh, 2006) was used. Then, for 8 sessions, the experimental group was trained in the method of teaching philosophising in exploration circles in the lesson of thinking and research. The collected data were analyzed using SPSS version 23 software and by univariate analysis of covariance.

The findings showed that the teaching method of philosophizing in exploration circles was effective on students' academic buoyancy (P<0.001).

It seems that learning philosophy teaching techniques that are positively related to beliefs, emotions and behaviors related to progress leads to the creation of a positive emotional atmosphere in learning situations and ultimately causes academic vitality in students. Therefore, according to the obtained results, it is recommended to use the teaching method of philosophizing in exploration circles to improve academic vitality.

This research was aimed at predicting the academic vitality based on goal orientation, academic optimism and resilience of the second high school students of Poldakhtar city. This research is applied in terms of purpose and correlational in terms of descriptive method, which was carried out in a survey way. The statistical population of the research includes 1539 students of the second secondary school in Poldakhtar city, and the statistical sample size was 308 using Cochran's formula, which was done using the available sampling method. Martin and Marsh's academic vitality questionnaire, Schenen-Moran et al.'s academic optimism and Connor and Davidson's resilience were used as research tools. The results of Pearson's correlation coefficient showed that there is a significant relationship between goal orientation, academic optimism and resilience with academic vitality in students. Also, according to the regression results, the variables of goal orientation (mastery, approach and avoidance), academic optimism (students' trust in teachers, academic emphasis and school unity) and resilience (perception of individual competence, tolerance of negative emotions, restraint and control) , secure relationships, spiritual influences) are predictors of students' academic vitality (p<5%). In the current research, it was found that goal orientation, academic optimism and resilience; They predict academic vitality in students, so it is suggested that school principals and other educational officials conduct meetings and workshops on goal orientation, academic optimism and resilience in order to improve the academic vitality of students.

The present study was conducted with the aim of determining the effect of cognitive rehabilitation on the academic vitality and academic well-being of students with special learning disabilities. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population included all the elementary school students introduced to learning disabilities centers in regions 2, 4 and 5, in the age range of 8 to 12 years in Tehran in the academic year 2021-2022, from which 30 people were selected using the available sampling method. They were tested randomly in two groups of 15 people and assigned as controls. Captain Log's cognitive rehabilitation training program was implemented individually for the experimental group for 16 sessions of 60 minutes, twice a week. To collect data, Martin and Marsh (2008) and Pitrinen, Sweeney and Fialto (2014) academic well-being questionnaires were used. Data were analyzed using multivariate analysis of covariance. The findings of the research showed that by controlling the pre-test effect, there was a significant difference between the post-test average of academic vitality and academic well-being in the two experimental and control groups at the P<0.001 level. From the above findings, it can be concluded that cognitive rehabilitation is effective on the academic vitality and academic well-being of students with special learning disabilities.

Children with autism in school are often exposed to assignments that are challenging for them and they are not enthusiastic about it, and this reduces their academic vitality. Therefore, the necessity of providing an intervention that can improve the enthusiasm and academic vitality of these children is felt. Therefore, the purpose of this research was to investigate the effectiveness of music therapy on the enthusiasm and academic vitality of male students with autism spectrum disorder.

The current applied research was conducted using a semi-experimental method with a pre-test-post-test design with a follow-up period. The statistical population of the research was made up of 80 male students with autism spectrum disorder studying at Tabasom School in Mashhad in the academic year of 2019 along with their mothers. In order to carry out the research, 34 autistic mother-sons from this school were randomly selected and replaced in two experimental and control groups, and the pre-test was conducted using the academic enthusiasm questionnaire (AES) and the academic vitality questionnaire (AVQ). The experimental group underwent 10 weekly music therapy sessions of 60 minutes. The control group was on the waiting list during this time. After the completion of the treatment sessions and 45 days later, the two groups were re-evaluated. The data were analyzed using SPSS software version 26 and with the method of analysis of variance with repeated measurements.

The findings showed that the effect of the within-group variable of time on academic enthusiasm and academic vitality is significant (p≤0.05). The intergroup variable effect of the intervention is also significant in increasing academic enthusiasm and academic vitality (p≤0.05). In addition, the results continued in the follow-up phase (p≤0.05).

The findings of the research indicated that music therapy can be used as a suitable treatment method to increase the enthusiasm and academic vitality of male students with autism spectrum disorder.

The purpose of this research was to compare the sense of belonging to the school, the perception of the school atmosphere and the academic vitality of elementary school boys in non-profit and normal schools in Qain city.

The method of this research was descriptive and comparative. The statistical population of this research included all elementary students of non-profit and normal schools in Qain city in the academic year of 2023-2024. From among the statistical population, 114 students (57 regular students and 57 male students from non-profit schools) were selected as the research sample using available sampling method. In order to collect research data, Barry, Betty and Watt (2004) School Belonging Questionnaire, Reddy and Rhodes (2007) Perception of School Atmosphere Questionnaire and Martin and Marsh (2008) Academic Vitality Questionnaire were used. In order to analyze the research data, multivariate analysis of variance (MANOVA) was used.

The results of the research data analysis showed that there is a significant difference between the variables of feeling of belonging to school, perception of school atmosphere and academic vitality in non-profit and normal school students (p<0.005). In other words, the sense of belonging to the school, the perception of the school atmosphere, and the academic vitality of non-profit students are more than the students of normal schools.

The results of this research showed that the scores of normal students in the studied variables are lower than those of non-profit students, so normal schools should provide training to strengthen academic variables

Teaching methods and models differ in both emphasis and effectiveness. It was hypothesized that if the teaching model is based on life’s meaning, then a positive impact on academic buoyancy and motivation to learn can be observed. To test this hypothesis two groups of male 8th graders were selected through random cluster sampling. Both groups’ academic buoyancy and academic motivation were measured before and after the intervention, using instruments of acceptable validity and reliability, as well as internal consistency. One group was taught for one year using the method based on life’s meaning, while the other went through the whole academic year benefitting from the regular teaching method at their school. Covariance analyses of the data show that the experimental group far exceeded the control group in all aspects of academic motivation and academic buoyancy.

Given that academic buoyancy could help with school achievement, its relationship with other factors could be of interest if one were to help with its improvement. Among such factors communication skills and academic self-efficacy stand out. To determine the relationship between these three constructs a group of 262 female high school students was selected using the cluster sampling method. Three questionnaires of assumed validity and reliability were utilized to collect data on the said three constructs. Data analyses revealed that communication skills have a direct and significant impact on both academic buoyancy and self-efficacy, with the latter having a mediating role in the relationship between the other two. Thus it is suggested that the stage for the improvement of communication skills within the educational settings be set in order for the students’ self-efficacy and buoyancy improve and lead to higher level of achievement.

The purpose of this study was to the effectiveness of Self-Directed Learning on social adjustment and academic vitality in students with learning disorder.

The research method was an experiment with a pre-test and post-test design with a control group. The statistical population of the study included all students with learning disorder in Ahvaz. The sample size consisted of 30 students with learning disorder who were selected by available sampling method and according to the inclusion and exclusion criteria. The experimental group received 16 weekly 90-minute sessions of self-directed learning. The questionnaires used in this research included Sinha and Singh's adjustment questionnaire and Martin and Marsh's academic vitality questionnaire.. Data were analyzed using univariate analysis of SPSS version 22 software.

The findings showed that between the experimental and control groups in terms of increased compatibility (F<14.54) and Academic vitality (F<37.19) had a significant difference (p<0.001).

According to the obtained results, it can be said that the self-directed learning training program was effective in improving the social adjustment and academic vitality of students with specific learning disorders. Therefore, it is suggested that specialists and therapists use this intervention to increase the social adjustment and academic vitality of students with specific learning disorders.

Dyslexia, also known as reading disorder, is a type of learning disorder in which a person has difficulty reading despite normal intelligence. The purpose of this research was the effectiveness of education based on successful intelligence on academic resilience and academic vitality of male students with dyslexia in Birjand city.

The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all the male students of the sixth grade with dyslexia in Birjand city in the academic year of 2022-2023. Among the statistical population, 24 students with dyslexia were selected by available sampling and all of them were randomly selected in the form of two experimental groups (12 people) and control groups (12 people). The experimental group underwent successful intelligence training for 12 sessions of 60 minutes. The data collection tool included Samuels' academic resilience questionnaire (2004) and Hossein Chari and Dehghanizadeh's questionnaire (2013). In order to analyze the research findings, univariate and multivariate covariance analysis was used.

The results of the analysis of the research findings showed that intelligence-based education is effective in strengthening academic resilience and academic vitality of students with dyslexia (p<0.01).

According to the results of this research, it is suggested that education based on successful intelligence be used to improve and strengthen academic variables such as: academic resilience and academic vitality in students with learning disabilities.

The present study was conducted with the aim of investigating the relationship between Employment hope and academic buoyancy with the mediation of academic engagement.

The descriptive research method was of the correlation type based on structural equation modeling. The statistical population of all students of Yazd University in the academic year 2021-2022 was equal to 14470 people, of which 216 people were considered as a statistical sample. The non-random sampling method was available. Research tools include: Qureshirad's Employment hope Questionnaire (2007); Fredricks, Blumenfeld, Paris Academic engagement questionnaire (2004); and Academic Buoyancy questionnaire of Dehghanizadeh and Hossein Chari (2012) were obtained, and the reliability of each of the questionnaires was obtained through Cronbach's alpha coefficient, 0.94, 0.87 and 0.89, respectively. Data were analyzed using SPSS23 and AMOS24 software.

The results showed that hope for employment has a direct and significant effect on academic engagement (β=0.42; P<0.01) and an indirect and significant effect on behavioral engagement (β=0.39; P<0.01), cognitive (β=0.35; P>0.01) and emotional (β=0.32; P>0.01). Employment hope has a direct and significant effect on academic vitality (β=0.29; P<0.01). However, there is no significant relationship between academic conflict and academic vitality, and academic conflict cannot mediate between hope for employment and academic vitality.

Therefore, the hope of getting a job related to the field of study and students' interest is important in their efforts to increase their engagement and academic Buoyancy. It is possible to provide consulting services, hold educational workshops related to the field of study, psychological capital training, introduce successful educated people who are prominent in the field of entrepreneurship and employment, create a safe environment, combined with a sense of hope, trust and confidence, the platforms for increasing engagement and buoyancy. provided students with education.

this research was to model the academic vitality of academic engagement with the mediation of academic self-efficacy in gifted students of schools of brilliant talents.

The current research method was a correlational description based on structural equations. The statistical population of the research included all the gifted students of the first secondary school (7th and 8th grade) studying in schools of gifted talents in Isfahan city in the second half of the academic years 2022 - 2023 . The sample was selected by the selection sampling method and finally 340 students were used as a sample for Hossein Chari and Dehghani Zadeh's Academic Vitality Questionnaires (2013), Reeve Academic Engagement Questionnaire (2013) and Morgan-Jinks Academic Self-Efficacy Questionnaire. (1999) answered. were analyzed using structural data analysis in Amos23 software.

Based on the results of this research, the proposed model had a good fit. The results showed that academic engagement has a significant effect on academic vitality both directly and indirectly through academic self-efficacy (P<0.05). And this role becomes more prominent with the mediation of academic self-efficacy. Considering the positive and meaningful relationship between academic engagement and academic vitality and confirming the mediating role of academic self-efficacy, it is suggested in this context. In order to increase the academic vitality of gifted students, while paying attention to the increase in academic conflict, focus on increasing academic self-efficacy in this group. In this context, it is important to empower students as well as extracurricular training sessions focusing on the aforementioned variables.

Today, importance of mathematical knowledge in the history of science development and even the course of industrial and technical developments has been revealed to everyone. One factor that can impair the learning process of math and its associated positive factors is mathematical anxiety. Presence of mathematical anxiety can reduce students' academic motivation. Academic vitality refers to the student's ability to overcome the problems typically occurring in the daily academic life of most students and predicts the extent of absenteeism (negatively), homework, positive academic goals and objectives indicating desire to study. According to most studies existence of mathematical anxiety and lack of motivation and academic vitality seriously damage the development of the individual and the advancement of education. Given that the most vulnerability seems to occur in adolescence, it is necessary to seek new scientific theories and strategies to enhance mathematical self-efficacy, motivation and academic vitality. The aim of this study was to investigate the effectivness of reverse class method on mathematical anxiety, academic motivation and students' academic vitality.

It was a quasi-experimental with a pretest-posttest design with a control and follow-up group for one month. Population of the study consisted of all female second grade of high school students in Tehran in 1399-1400 academic year. The statistical sample of the study included 30 high school students in mathematics who were selected through cluster sampling. Research instruments were standard questionnaires of Plick and Parker mathematical anxiety (1982), Harter academic motivation (1980) and Hosseinchari and Dehghani Zadeh academic vitality (2012). In order to analyze the data, repeated measures analysis of variance was used.

Findings showed that the reverse class method increases academic motivation and academic vitality and also reduces mathematical anxiety compared to the control group (P<0.05).

According to the results obtained from the research, applying the reverse class method increases academic motivation and vitality and reduces mathematical anxiety. Increasing teachers' information in the field of reverse teaching and holding in-service courses for teachers, providing reverse teaching information is one of the main recommendations of this research.

The present study aimed to model the academic vitality of critical thinking mediated by academic self-efficacy of gifted students of gifted schools. The study employed a correlational-descriptive method using structural equation modeling (SEM). The research statistical population consisted of the gifted students of the lower secondary school (7th and 8th grade) in Isfahan gifted schools in the second semester of the academic year 2022 - 2023. The sample was selected via a convenient sampling method. Finally, 340 students were selected as participants to answer Hossein-Chari and Dehghanizadeh’s Academic Vitality Questionnaire (2013), Rickett's Critical Thinking Disposition Scale (2003), and The Morgan-Jinks Student Efficacy Scale (1999). Data were analyzed using SEM. As the results showed, the proposed model had a good fit to the data. The results demonstrated that critical thinking has a significant and positive effect on academic vitality both directly and indirectly through academic self-efficacy. As a result, to increase the gifted students’ academic vitality, while paying attention to increasing critical thinking skills, focus on increasing their academic self-efficacy.

The present study was conducted with the aim of comparing academic vitality, academic self-handicapping and academic burnout of primary school students in virtual and face-to-face education. The current research was of comparative causal type. The target society of the current research was formed by all the sixth-grade students of Birjand city in the academic year of 1400-1401. Among these 150 people, for each variable, 75 of the students who received face-to-face training and 75 of the students who followed the educational activities in the Shad educational network were selected by available sampling method. The research tools were Hossein Chari and Dehghanizadeh's academic vitality questionnaires (2013), Midgly's academic self-handicapping (2000) and Rostami et al.'s academic burnout (2013). Independent t-test was used to analyze data in SPSS-26 software. The findings of the research indicated that academic vitality was higher in students with face-to-face education; Also, the averages showed that academic self-handicapping was higher in students with virtual education, and in all components of academic burnout (emotional fatigue, doubt and pessimism, and inefficiency), its amount was higher in students with virtual education compared to face-to-face education (001/0>p). According to the findings of the research, despite the inevitable psychological benefits of virtual education, conducting extensive and deeper research in the field of comparing virtual and face-to-face education seems necessary.

The main purpose of this study is to investigate the relationship between professors' attitudes toward virtual training courses and academic procrastination of students of Islamic Azad University of Tehran.

This research is in terms of purpose in the field of applied research and in terms of research method is correlation. The statistical population includes 000 professors and students studying at the Islamic Azad University of Tehran in the academic year 1399-1400, of which 112 professors by simple random sampling and 246 students Statistical sample was selected by cluster random sampling. In the present study, two questionnaires were used, including the Attitude Towards Virtual Education of Patriots and Colleagues (2015) and the Rush Academic Procrastination (2011). Data analysis was performed using Spss software.

The findings showed that there is a negative and significant relationship between professors' attitudes toward virtual education courses (interest in working in the virtual environment and the importance of virtual education) and academic procrastination of students of the Islamic Azad University of Tehran. There is a positive and significant relationship between professors' attitudes toward virtual training courses (anxiety about working in a virtual environment) and academic procrastination of students of Islamic Azad University of Tehran. The results showed that the components of the importance of e-learning and the anxiety of working in the virtual environment have the highest predictive power of the variable of academic procrastination.Discussion and

Students unanimously believe that the virtual learning system has many benefits and can eliminate many problems for students. Accordingly, academic interest in them will increase and academic procrastination will be minimized. On the other hand, the low cost of using the virtual education system has made both professors and students satisfied with this process.

The current research was conducted with the aim of the effect of dramatic theater technique on the academic vitality, vitality and social development of primary school students, with a semi-experimental method with a pre-test and post-test design and experimental and control groups. The statistical population of all second grade students of Sari city in the academic year of 2022-2023 was 5382 people, 40 of them with the same characteristics were selected as a sample. In the first stage, multi-stage cluster random sampling was done from all the elementary schools, the second grade of Sari city, and in the second stage, in a simple random way and based on lottery, the students were divided into two experimental groups (20 people). and control (20 people) were assigned. The measuring instruments, Martin and Marsh (2006), Tamizhifar and Azizi Mehr social vitality (2016) and Weiland social growth questionnaires were distributed and implemented in both groups. After scoring, while the control group was trained in the usual way, the students of the experimental group were trained according to the dramatic theater technique in the science lesson in 10 sessions of 45 minutes. The reliability of the measurement tool was obtained using Cronbach's alpha as 0.84, 0.78 and 0.92 respectively. The collected data were used using descriptive statistics (mean and standard deviation) and inferential statistics (correlated t-test and covariance analysis). The results showed that dramatic theater technique has influenced and increased the academic vitality, vitality and social growth of second grade elementary students in Sari city.

The present study was conducted with the aim of investigating The effect of constructivist teaching on interest in lessons, academic vitality and enthusiasm for school. Quantitative research design and research method was a quasi-experimental type with a pre-test and post-test design with a control group. The statistical population of the research includes male elementary school students of Juybar city in the academic year of 2021-2022. 25 people were selected as sample from 6th grade students of the Navaei school.

Sampling method based on selective or alternative method, in which a group of 12 students was selected as an experimental group and another group of 13 students was selected as a control group. In this study, the social studies course book of the sixth grade of primary school in the academic year of 2021-2022 was used, which was taught in 10 one-hour sessions.The intervention in this research was that the experimental group was taught with the constructivist teaching method during ten sessions and the control group was taught with the usual teaching methods such as lectures.The study instrument was three standard questionnaires including interest in lesson belongs to Keller & Sobia (1993), academic engagement for Dehghanizadeh and Hossienchari (2011) and school engagement for Wang (2011). Quantitative data extracted from questionnaires in two sections, descriptive and inferential statistics with SPSS20 software.

The findings of the research showed that teaching in a constructivist way had a significant effect on interest in the lesson (F=19.36). Also, based on the results of the research, teaching in a constructivist way has a significant effect on academic engagement (F=6.14) and school engagement. (F=23.94).

In explaining the findings of the research, it should be acknowledged that the role of the environment and the constructivist teaching method in creating and strengthening interest in lesson, academic engagement and school engagement is significant. What’s that seen a lot in the constructivist teaching method is the interaction and communication between teacher and students. The relationship between students and teachers has a direct effect on their interest in lesson, academic engagement and school engagement and increases their motivation. Therefore, teachers are recommended to address this through the use of active listening techniques, active teaching and learning methods such as constructivism.

Students represent a society’s most valuable human capital, as societal success hinges on their academic performance. The academic performance serves as a key metric for assessing the efficacy of an educational system, with academic vitality playing a pivotal role in addressing educational challenges. Academic vitality, by fostering educational creativity, can enhance academic performance. Self-directed learning, predicated on the learner’s selforganization in terms of metacognitive beliefs, motivational beliefs, and learning behaviors, has gained prominence in today’s rapidly changing, technology-driven world. Despite previous research highlighting the importance of self-directed learning in education, questions remain about the impact of online self-directed learning on students’ academic performance and vitality. Online education presents an opportunity to address societal crises through widespread implementation in educational systems. Therefore, it is imperative to identify its effects and employ effective educational methodologies. Research Questions or Hypothesis 1. Online self-directed training has a significant effect on students' academic performance. 2. Online self-directed training has a significant effect on students' academic vitality.

The present research method was experimental with a pre-test - posttest design with a control group. The research population included second-grade high school female students in Sari city during the academic year 2022-2023. The research sample size was 34 students (17 in each group) who were selected by accessible sampling method and randomly divided into experimental and control groups. The research tools were the academic performance questionnaire by Fam and Taylor (1999), the academic vitality questionnaire by Dehghani-Zadeh and Hosseinchari, and the self-regulated learning training based on the protocol presented by Jafari and colleagues (2022). It should be noted that this intervention was carried out virtually on the Shad network outside the curriculum in 16 sessions over 2.5 months. There were two sessions per week, and each session lasted a maximum of 35 minutes.

To investigate the existing differences, the results of the univariate and multivariate covariance analysis on the dependent variables have been presented. The obtained results showed that there is a significant difference between the experimental and control groups in terms of at least one of the sub-scales of students’ academic performance. Furthermore, self-regulated learning training can lead to improvement and increase in academic vitality in the experimental group.

It can be argued that providing training on time management, homework tasks, goal setting, and teaching resources, which are sub-scales of academic performance, has influenced the formation of a positive concept of oneself as an efficient learner and has improved academic performance. Regarding the sub-scale of emotional effects, it can be mentioned that desirable academic performance requires the perception of positive emotions and the absence of self-doubt and unworthiness, which is rooted in the feeling of inability or lack of skill in managing these emotions. One of the influential results of the present study in curriculum studies is that self-directed training, which leads to an increase in self-control and self-management, could potentially accompany emotional control and management for the student. Also, regarding the effectiveness of the self-directed educational intervention on the motivation sub-scale, it can be said that the root of improving academic performance goes back to incentives such as academic advancement, having a suitable social position, success in society, and peace of mind, which can be pursued through curricula. In this regard, the presented intervention somewhat tried to discuss the sources of motivation, especially intrinsic motivation, and to converse with the students to activate it. In addition to this, focus was placed on teachings such as academic arousal and enjoyment of learning. In this regard, new studies indicate that the use of educational techniques such as games and interactive learning, which are accompanied by the enjoyment of learning, can improve the motivation related to educational performance. Considering that the presented intervention took place in a limited time and its results were examined, it may not have been able to reveal the long-term effects of the intervention. In explaining the effectiveness of the online self-directed learning method, it can be said that the self-directed learning processes of students using internet communication technology help collaborative learning. Based on the results, it is suggested that self-direction in virtual learning be taught to students. It is also suggested that self-directed education be included in the topics of educational courses and inservice training of teachers so that they can master it and provide the context for teaching it to students.

This research was conducted with the aim of investigating the relationship between self-regulation and the academic performance of students with the mediating role of engagment and academic bouyancy. The research was of the descriptive-correlating type. The samples included 322 students (163 girls, 159 boys) randomly selected from among all the students of Shahid Chamran University of Ahvaz who were studying in the academic year of 2022-2023. Data were collected through the academic self-regulation questionnaire of Bouffard et al. (1995), the academic engagment questionnaire of Ryu and Tseng (2011), the academic bouyancy questionnaire of Martin and Marsh (2008) and the academic performance collected data were analyzed using the structural equation modeling method and SPSS and AMOS softwares. Results showed that the proposed model had a good fit with data. Findings indicated that the direct effect of academic self-regulation on academic performance, academic engagment and academic bouyancy is a positive and significant relationship. In addition, the direct effect of academic engagment with academic performance and academic bouyancy with academic performance was also positive and significant. Also, the results of indirect paths showed that academic self-regulation has a positive effect on academic performance through academic engagment and academic bouyancy. Accordingly, when a person incorporates himself/herself in the learning process, he/she can learn better and deeper. In addition, a person with high academic talent will maintain his/her self-confidence in the face of academic challenges and obstacles and will try to overcome the challenges well and achieve success. Therefore, the educational institutions, universities and educational instructors are advised to use this model for improving students' academic performance.