Causal Model of Teacher-Student Interaction on Academic Achievement with the Mediating Role of Resilience and Academic Adaptation

Abstract

Methodology: Descriptive research method of correlational type and statistical population, including all students The city of Shiraz was from this number, 373 of them were selected based on Karjesi and Morgan's table and using the relative stratified sampling method. The tools used in this research included the questionnaires of teacher-student interaction by Murray and Zovich (2010), academic adaptation by Baker and Seriak (1989), academic resilience by Samuels (2004), while the end-of-year grades of 1399-1400 students where the title was considered as a criterion for academic progress. The collected data were analyzed by path analysis method.Findings: The results showed that among the research variables, the highest direct effect is related to academic resilience on academic progress (0.25) and the lowest direct effect is related to teacher-student interaction on academic adjustment (0.15). Also, among the variables, the greatest indirect effect is related to the interaction of teachers and students on academic achievement (0.09) and the least indirect effect is related to academic resilience on academic achievement (0.03).Conclusion: finally, the greatest total effect is related to academic resilience. On academic achievement (0.28) and the lowest total effect is related to teacher and student interaction on academic achievement (0.09).