Development of Structural Model for Prediction of Academic Achievement by Global Self-esteem, Academic Self-concept, Self-regulated Learning Strategies and Autonomous Academic Motivation

The aim of this study was to evaluate the conceptual model of structural equations for prediction of student's academic achievements based on Academic Self- Concept, Autonomous Academic Motivation and Self-Regulated Learning Strategies. Therefore, 417 high school students including 191 female and 226 male were randomly selected in Saghez city Northwest of İran. All participants responded to Global Self-Esteem Questionnaire, Academic Motivation Scale, Learning Strategies Questionnaire and Self – Concept Questionnaire. The results showed that teaching of the three components of emotional intelligence significantly effected children performance on the test (p≤0/0001,t=9/10). In this study, female and male children's performances were compared within the experimental group which did not show any significant difference in terms of social development or its dimensions. Administering educational programs with a focus on emotional intelligence and its effects on social development of children is one of the areas that require extensive research across different age groups to maximize instructional approaches. Based on this finding we suggest enhancing emotional intelligence with a view of promoting social skills across different educational levels