Self-regulated learning is among the factors receiving considerable attention in educational psychology. Moreover, parents’ education and their academic involvement have found to have their own places in learners’ academic success. Considering the importance of the issue, the present study probed the relationship between parents’ education levels and their academic involvement, with Iranian ESP learners’ self-regulation and language achievement. The participants of this study were 460 Iranian university learners selected out of 575 students. As the instruments of this study, a demographic data sheet, Ryan (2005) Parental Involvement Questionnaire, as well as the modified version of Tseng, Dornyei, and Schmitt’s (2006) self-regulatory scale were used. In order to analyze the data, Structural Equation Modeling was used through the AMOS program. The results of the proposed model demonstrating parents’ education levels, parents’ academic involvement, as well as learners’self-regulation and language achievement fit well with the data. The results of SEM showed that parents’ education levels positively and significantly correlated with the learners’self-regulation. Furthermore, the findings of path analysis showed a positive and significant indirect relationship between parents’ education and learners’language achievement. Therefore, it was concluded that parents’ involvement mediated the relationship between parents’ education levels and learners’self-regulation and language achievement. Manuscript profile

Among the contributing factors to learners’ performance, personality traits and levels of parents’ educa- tion have been taken into account in this research. Accordingly, 440 learners, mostly pre-intermediate and a small number of intermediate EFL learners with the age range of 18-25, studying atIAU East Tehran Branch participated in this study. They were asked to complete the Big Five Personality Questionnaire as well as a socio-economic status (SES) sheet for their parents’ education levels. First, the measurement models for investigating the impacts of personality traits and parental education levels on participants’ achievement scores were drawn using the AMOS program. The data was analyzed by means of SEM through the CFA approach. The complete structural model for the Big Five personality factors, parents’ education levels, and students’ achievement scores fit well with the data while the measurement model for the levels of parents’ education did not adequately fit the data. Open-mindedness had a significant negative impact, conscientiousness did not have any significant impact, extraversion had a significant positive effect, agreeableness did not have a significant positive effect, and neuroticism had a slight posi- tive impact on students’ achievement scores. These findings showed that personality traits can be used to predict students’ achievement scores to some degree. Manuscript profile