Determining the relationship between life expectancy and self-regulation with academic performance mediated by students' academic vitality

The educational system can be considered successful and efficient when the academic performance of its learners reaches the highest and highest figure, the aim of this study was to determine the relationship between life expectancy and self-regulation with academic performance mediated by the academic vitality of female high school students.

This study was a correlational study and also used structural equations to mediate the role of academic vitality. The statistical population of the study included all female high school students in Tehran in the academic year 2019-2020. The research sample was 330 students in the community and multi-stage cluster sampling method was used to select the sample from among the students and in the next step, random method was used. The data collection tool was a questionnaire that in this study, in addition to the researcher-made demographic information form, consisted of Pham and Taylor, Academic Performance Questionnaire, Martin and Warsh and Schneider Life Examination Questionnaire) and self-regulatory questionnaire. Beaufort was used. In order to investigate the effect of mediating role between the variables studied in this study, the bootstrap method was used in the structural model and the relationship between life expectancy and academic performance as mediating role in academic life was investigated.

The results showed that the relationship between self-regulation and academic performance and the mediating role of academic life have a complete effect and a significant direct effect, but the indirect effect is not significant. Also, the relationship between self-regulation and academic performance with the mediating role of academic life showed that the full effect and direct effect and indirect effect are not significant.

According to the results, it can be said that there is no mediating effect among the measured variables. In fact, academic vitality is not able to mediate the relationship between the self-regulatory variable and academic performance