A Model for Predicting Academic Performance Based on Emotional Intelligence, Problem-Solving Skills and Achievement Motivation with the Mediation of Learning Strategies (Cognitive and Metacognitive) in Smart and Ordinary Schools Students

academic achievement has been of great importance for theorists, and educational researchers. Smart schools are among the environments which have necessary potentials for achieving such an aim. Nevertheless, academic performance is affected by various variables.

the general aim of the was to develop a model for predicting academic performance based on emotional intelligence, problem solving skills and achievement motivation in students of smart and ordinary schools. the research method was correlational with a prediction type. The population included all the secondary school students of Tehran, among which 583 students were selected for the study sample through multi-stage cluster sampling method. For gathering the data, Hermans achievement motivation questionnaireSocial Problem Solving Inventory-Revised Short Form (SPS-R: SF), Learning Strategies Questionnaire (Karami, 2002), Bar-On Emotional Quotient Inventory (2000) and Academic Performance Questionnaire of Dortaj were used. findings suggested that the direct and indirect effect of emotional intelligence and achievement motivation on academic performance of students of smart schools is significantly higher than its effect on academic performance of students of ordinary schools. No significant difference was observed between the direct and indirect effect of problem solving skills on academic performance of students of smart and ordinary schools. using smart and up-to-date technology, in one hand, leads to improvement teaching-learning in teachers and students, and in another hand, teachers and students can enhance their scientific level and help the development of the country through optimum use of smart technology.