Relationship between academic self-concept and academic self-regulation and academic vitality in students

The purpous of this study study was to determine the relationship between academic self-concept and academic self-regulation and academic vitality in students. The research method was correlational. The statistical population of the present study included all high school students in District 3 of Karaj in the academic year 1401-1400 and the sample size was considered to be 120 people using Gpower sample size software to increase the accuracy and possibility of eliminating some people. Indifferent or invalid 132 questionnaires were randomly distributed among the statistical population and the results were collected using it. After pre-values, finally 126 samples were included in the final analysis. Data collection tools in this study included three questionnaires of Yessen Chen (2004) academic self-concept, Verian academic self-regulation (1987) and Dehghani-Zadeh and Hossein-Chari (2012) academic vitality questionnaire. Research hypotheses were tested using Pearson correlation test and regression analysis. Examination of the results showed that academic self-concept can predict students' academic self-regulation and academic vitality, and according to the coefficient of explanation (R2), it can be said that predictor variables can be 20% of the self-regulatory variance. Explain academic achievement and 24% of the variance of students' academic vitality and among the predictive variables evaluated are school and non-school dimensions with a positive coefficient and beta of 0.322 (PV <0.01). And 0.183 (PV <0.05). Has entered the regression equation of academic self-regulation and the school dimension with a positive coefficient and beta of 0.440 (PV <0.01) has entered the regression equation of academic vitality in students.