Shenakht Journal of Psychology & Psychiatry

Introduction: The academic performance of students is an index by which their learning and progress is judged, and many individual and environmental factors are effective in academic performance.
Aim: The present study aimed to develop a model of student's academic performance based on personality traits and academic engagement with the mediation of self-efficacy and academic motivation.
Methods: The research method was descriptive correlational and the statistical population of the present study included all students of Azad University, Science and Research Branch in 2018 and 2019 among them, 422 people were selected by available sampling method. The research tools include the NEO Five-Factor Inventory by Costa & McCrae (1989); the Academic Engagement Questionnaire by Reeve et al., (2013); the Self-Efficacy Scale by Sherer et al. (1982); the Academic Motivation Scale by Vallerand et al. (1992) and Educational Performance Test by Dortaj & Delavar (2005). The structural equation modeling method was used to analyze the data.
Results: The results of the present study showed that the coefficient of the indirect path between academic engagement and academic performance through academic self-efficacy was significant (p<.01, β=.072). The indirect path coefficient between academic engagement and academic performance through academic demotivation was significant (p<.01, β=.056). The indirect path coefficient between neuroticism and academic performance through self-efficacy was significant (p<.01, β=-.050). The indirect path coefficient between conscientiousness and academic performance through internal academic motivation (p<.01, β=.064) and through academic demotivation (p<.01, β=.055) were significant. The indirect path coefficient between agreeableness and academic performance through internal academic motivation (p<0.01, β=.068) and academic demotivation (p<0.05, β=.034) were significant.
Conclusion: Personality traits and academic engagement predict academic performance with the mediation of self-efficacy and academic motivation. It is suggested to hold workshops with academic self-efficacy content to the officials, administrators, and teachers.