Predicting Academic Resilience based on Metacognitive Beliefs and Achievement Motivation in High School Students in Shiraz, Iran

Background resilience is one of the other essential variables that, in the educational setting, despite challenges and environmental difficulties, is regarded as a very high likelihood of success in school and other life situations. the purpose of this study was to predict academic resilience based on metacognitive beliefs and achievement motivation in first-grade high school students in shiraz, iran. materials and methods: this was a cross-sectional study with a correlational design. the study population comprised all first-grade high school students in shiraz, iran. the research sample included 162 students (79 boys and 83 girls) selected by the multi-stage cluster sampling method. the academic resilience inventory (ari), the metacognition questionnaire (mcq-30), and the herman's achievement motivation questionnaire were used to measure the studied variables. data were analyzed using spss software version 22.0.results: 162 (49.40%) of the students were females. the results showed that metacognitive beliefs could predict students 'academic resilience β = -0.601; p< 0.01) and achievement motivation, improving students' academic resilience. according to f = 27.285, the fitted regression model's significance at the 95% confidence level. considering r 2 = 0.15, it can be claimed that 15% of the changes in students' resilience are explained by achievement motivation. conclusion based on the results, metacognitive beliefs and motivation for progress significantly predict students' academic resilience.