RESILIENCE AND THE PERCEPTION OF CLASSROOM ENVIRONMENT COMPONENTS AS A PREDICTOR OF STUDENTS’ ACADEMIC ACHIEVEMENT IN IRAN

Abstract

Academic achievement is one of the most important indices of educational evaluation and reflects the socio- economic development of every country. Some students have sufficient mental abilities but cannot accomplish assignments and tests; they may experience academic achievement deficit and face educational challenges. The purpose of the present study is to predict academic achievement based on the perception of classroom environment components (challenge, interest, enjoyment and choice) and resilience in female high school students in Tehran. The sample was randomly selected. Three hundred and seventy four participants completed two questionnaires: perception of the classroom environment and resilience. To obtain the academic achievement data for the students, their mean scores were calculated from all lessons. Academic achievement is the outcome of education, the extent to which a student, teacher or institution has achieved their educational goals. The data were subjected to multiple regression. The results show that resilience and degrees of perceived challenge could significantly predict the students’ academic achievement.