Prediction of Academic Achievement based on Academic Buoyancy and Self-Directed Learning of Female Students

Self-directed learning and academic buoyancy are factors influencing learning and can affect academic achievement students through a variety of ways. The purpose of present study was prediction academic achievement based on academic buoyancy and self-directed learning of female students.

The research was correlational. The population of the study included all Junior high school girl students in ardabil city in 2015. 150 students were selected by Stage cluster sampling method and responded to Academic Buoyancy Questionnaire (Dehghani and Hosseinchari, 2014) and Self-directed learning questionnaire (Fisher et al, 2001). Students' academic achievement based on the total GPA (the start of school until the end of the first semester of academic year 2014-2015) were identified.

The data were analyzed with Pearson correlation coefficient and simultaneous regression. Regression analysis showed that element of self-management of self-directed learning and academic buoyancy can predict academic achievement (p<0/001) and elements self-monitoring and motivation of self-directed learning are not able to predict students' academic achievement. 

According to the results, self-directed learning especially element of self-management and academic buoyancy of students are related to academic achievement.