بررسی نقش راهبردهای یادگیری و انعطاف پذیری تحصیلی در جرات ورزی دانش آموزان

پروین میرزائی

doi:10.61838/qecp.219

Authors

Parvin Mirzaei Assistant professor , Deprtment of Psychology ,Payame Noor University,Tehran,Iran. Author https://orcid.org/0000-0002-3121-9334

DOI:

https://doi.org/10.61838/qecp.219

Keywords:

Learning strategies, academic resilience, assertiveness, elementary students, educational psychology

Abstract

Objective: The present study aimed to investigate the role of learning strategies and academic resilience in predicting assertiveness among elementary school students.

Methods and Materials: This applied, descriptive-correlational study involved all second-stage elementary students in Delfan County during the 2023–2024 academic year. Using Krejcie and Morgan's table, a sample of 371 students was selected through simple stratified random sampling. Data collection instruments included the Learning Strategies Questionnaire (Pintrich & De Groot, 1990), the Academic Flexibility Questionnaire (Dennis & Vander Wal, 2010), and the Assertiveness Questionnaire (Gambill & Richey). Data were analyzed using Pearson correlation and stepwise multiple regression via SPSS.

Findings: Regression analysis revealed that both learning strategies and academic resilience significantly predicted students’ assertiveness. The model’s coefficient of determination was 0.683. Among the predictors, academic resilience (β = 0.529) had a stronger contribution than learning strategies (β = 0.310) in explaining assertiveness.

Conclusion: Learning strategies and academic resilience play a critical role in fostering assertiveness in students. Strengthening these components can enhance students’ social interactions, healthy self-expression, and reduce passive behavior in academic settings.

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