Providing an Academic Achievement Prediction Model Based on Self-Regulated Learning and Family Cultural Capital with the Mediating Role of Attitude toward Learning in High School Students in Tehran

Abstract

The aim of this study was to provide a model for predicting academic achievement based on self-regulated learning and family cultural capital with the mediating role of attitude toward learning in high school students in Tehran. This descriptive-correlational study was conducted on high school students in Tehran during the 2023-2024 academic year. A sample of 300 students was selected through multi-stage cluster sampling. Data collection tools included Bourdieu’s Cultural Capital Questionnaire (1973), Bouffard et al.’s Self-Regulation Questionnaire (2015), Lewis’s Attitude toward Learning Questionnaire (2001), and an academic achievement questionnaire adapted from Pham and Taylor (1990). Data were analyzed using path analysis with Smart PLS 3 software. Results indicated that self-regulated learning (β=0.352, p<0.001), family cultural capital (β=0.209, p<0.05), and attitude toward learning (β=0.293, p<0.001) had significant direct effects on academic achievement. Family cultural capital and self-regulated learning also had significant indirect effects on academic achievement through attitude toward learning. The proposed model demonstrated strong predictive power with an adjusted R² of 0.610 for academic achievement. The findings suggest that self-regulated learning and family cultural capital, through attitude toward learning, significantly predict academic achievement in students. This model can serve as a foundation for designing educational and counseling intervention programs in schools.