the effect of wisdom and socio-economic status of the family through the mediation of academic self-concept on academic vitality

Purpose: this study was conducted with the aim of determine the effect of wisdom and socio-economic status of the family through the mediation of academic self-concept on academic vitality. methodology: the purpose of the research was applied and the research method was descriptive correlation type. the statistical population of research included all female high school students in district 2 of tehran in 2018 with a total of 1200 people, 300 people according to kerjeci- morgan table were selected by multistage random sampling. the study tools were included wisdom measurement by schmitt et al., (2012); socio-economic status inventory by ghodratnama et al., (2013); school self-concept inventory by chen & thompson (2003) and educational vitality questionnaire by dehghani zadeh et al., (2013). the data were analyzed using structural equation modeling and amos software. findings: the results of the present study showed that wisdom has a positive and significant effect on self-concept (p=0.001). wisdom has a positive and significant effect on academic vitality (p=0.001). socio-economic status has no direct effect on self-concept (p=0.208). socio-economic status has no direct effect on academic vitality (p=0.358). self-concept has a positive and significant effect on academic vitality (p=0.001). wisdom has an indirect and significant effect on academic vitality through the mediation of academic self-concept (p=0.001). socio-economic status has no indirect effect on academic vitality in a positive and significant way with the mediation of academic self-concept (p=0.208). conclusion: wisdom in turn directly and indirectly through the mediation of self-concept affects the students' academic vitality. keywords: