Structural model of academic achievement based on selfconfidence and psychological capital mediated by coping strategies (avoidance, problem-oriented and emotion-oriented)

The aim of this study was to provide a structural model for predicting academic achievement based on self-confidence and psychological capital mediated by coping strategies in students. The research method was descriptive, correlational and the statistical population included all high school students in Mashhad in the academic year 1400-99. TTT multi-stage cluster sampling method and sample size included 405 students. Students answered the Luzenberg Confidence Questionnaire, the Stress Coping Strategies Questionnaire (Andler and Parker), and the Lutans Psychological Capital Questionnaire. For data analysis, structural equation modeling method with spss24 and emus software was used to investigate the relationships between latent variables. The results showed that there is a positive and significant relationship between self-confidence and psychological capital and problem-oriented coping style with academic success and also a significant negative relationship between avoidant coping style and success. But no significant relationship was found between emotion-oriented style and academic success. It also predicts students' academic achievement-oriented self-confidence and psychological capital through a coping strategy.