The Relationship between Resiliency and Classroom Psychosocial Climate with the Educational Achievement of Junior High School Students in Tehran

Subject Areas :

Rozita Zabihi ¹ (عضو هیات علمی)
Beheshteh Niusha ² (عضو هیات علمی)
Mahbobeh Mansori ³ (دانشجو)

Received: 2012-06-28 Accepted : 2012-08-19 Published : 2012-08-22

Keywords: educational achievement, Keywords: Resiliency, classroom psychosocial climate, junior high school students,

Abstract :

  Abstract The purpose of this research was to study of relationship between resiliency and classroom psychosocial climate with educational achievement of junior high school students in Tehran. Research method was correlational and the population included all the students of junior high schools in Tehran city 2009-2010 (326 students, 162 girls and 124 boys), who were all selected by multi-step cluster sampling method. The data were collected using psychosocial climate questionnaire by Michaud, Comeau, and Goupil (1991), Resiliency Scale of Conner & Davidson (CD-RISC, 2003) and mean score of the participants' first term. Data were analyzed using Pearson correlation coefficient and multiple regressions. The results showed that: 1) there is a positive and significant relationship between resiliency and achievement of students, 2) there is a relationship between classroom psychosocial climate and achievement of the students, 3) there is a relationship between the student's perception of classroom psychosocial climate and achievement of students, 4) there is a relationship between the student's expectation of classroom psychosocial climate and achievement of the students, 5) we could predict the educational achievement of students based on their resiliency and classroom psychosocial climate.