Document Type : Research Paper
Authors
1
ph. D. Student, psychology department, faculty letter, Babol Azad University, Babol, Iran
2
Correspondent Author, Assistant Professor, Psychology Department, Faculty letter, Babol Azad University, Babol, Iran
3
Department of Psychology, Islamic Azad University, Babol, Mazandaran, Iran
10.30495/jpmm.2025.32607.3875
Abstract
The purpose of this research was to model the structural relationships of cognitive abilities with academic progress through the mediation of scientific optimism in high school students, and its method was to describe the type of correlation based on structural equations. The statistical population of the research was made up of all 1361 male students of the first secondary school of the ninth grade of public schools in Babol city in the academic year of 1400-1401. The sample size was determined according to the number of variables observed (16 variables in the model) and the allocation of a coefficient of 15 for each, and taking into account the possibility of incomplete questionnaires, 250 people were selected by the two-stage cluster sampling method. To collect data, Pham Taylor's academic achievement questionnaires (1999), Najani's cognitive abilities (2012), and Shannon Moran et al.'s scientific optimism questionnaire (2012) were used. Data analysis using structural regression equations in S. P. S. S. 18 and E. mouse 23 took place. The findings showed that there is a relationship between the variable of cognitive abilities and academic progress in secondary school students. Also, cognitive abilities have a significant effect on academic progress through the mediation of scientific optimism in secondary school students. In general, cognitive abilities through the mediation of scientific optimism in high school students have 0.46 of the total ability to predict academic progress.
Main Subjects
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