The Correlation of Academic Conscience and Students’ Academic Performance with the Mediating Role of Academic Hardiness

1. Tang X, Tang S, Ren Z, Wong DFK. Prevalence of depressive symptoms among adolescents in secondary school in mainland China: A systematic review and meta-analysis. J Affect Disord. 2019;245:498-507. doi: 10.1016/j.jad.2018.11.043. PubMed PMID: 30439677. ## 2. Duckworth AL, Taxer JL, Eskreis Winkler L, Gala BM, Gross JJ. Self-control and Academic Achievement. Annu Rev Psychol. 2019;70(30):373-99. doi: 10.1146/annurev-psych-010418-103230. PubMed PMID: 30609915. ## 3. Seif AA. Modern parenting Psychology, learning and teaching psychology. 7th ed. Doran Publishing; 2018. ## 4. Yarahmadi Y, Ebrahimibakht H, Asadzadeh H, Ahmadian H. The Effectiveness of Academic Buoyancy Training Program on Students’ Academic Performance, Academic Engagement, and Academic Buoyancy. Journal of Research in Teaching. 2018;6(2):163-82. doi: 20.1001.1.24765686.1397.6.2.10.3. Persian. ## 5. Saburi Khosroshahi H. Education In Globalization Period:Challenges and Needed Strategies to Face on. Strategic Studies of Public Policy. 2010;1(1):153-196. ## 6. Yang H-J. Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International Journal of Educational Development. 2004;24(3):283-301. doi: 10.1016/j.ijedudev.2003.12.001. ## 7. Nourozi S, Hakimzadeh R, Davernia R, Mahmoudi M, Bratian A. The effect of group cognitive behavioral intervention on improving students' academic conscience. Journal of Prevention and Health. 2016;9:2-11. ## 8. Salehi R, Abedi MR, Baghban I, Nilforoushan P, Abedi A. Developing a theoretical model of academic counseling based on the effective factors on academic success. Journal of Applied Counseling. 2014;4(1):18-48. doi: 10.22055/jac.2017.12559. ## 9. Crown S, Lucas CJ, Stringer P, Supramanium S. Personality correlates of study difficulty and academic performance in university students. II. Conscience and self‐esteem. Br J Med Psychol. 1977;50(3):275-81. doi: 10.1111/j.2044-8341.1977.tb02423.x. PubMed PMID: 911700. ## 10. Haren EG, Mitchell CW. Relationships between the Five-Factor Personality Model and coping styles. Psychology and Education: An Interdisciplinary Journal. 2003;40(1):38–49. ## 11. Karimkhani A, Neshat N. The relationship between the big five personality information-seeking behaviors of graduate students. Human Information Interaction. 2016;3(3):82-91. Persian. ## 12. Costa PT, McCrae RR. Revised NEO Personality Inventory (NEOPI-R) and NEO Five-Factor Inventory (NEO-FFI) Professional Manual: Odessa. Psychological Assessment Resource; 1992. ## 13. Safarkhanlou J, Nezhad Ismail Azizi MB. Reviewing the connection between personality feature with the career and satisfaction of the staff of security organizations. Police Protectoral and Security Studies. 2019;14(52):29-58. ## 14. Kabinimoghadam S, Entesar Foumani Gh, Hejazi M, Asadzadeh H. Comparison of the Effectiveness of teaching self-directed learning strategies and seeking help on increasing the Academic vitality and academic conscience of procrastinating students. Journal of Research in School and Virtual Learning. 2019;7(3):85-98. Persian. ## 15. Fazli A, Fooladchang M. The relation of academic conscience to academic burnout: The mediating role of academic goal orientation. Educ Strategy Med Sci. 2019;12(3):85-97. doi: 10.22038/jhl.2019.36772.1019. Persian. ## 16. Ahmadi A, Zainalipour H, Rahmani M. Studying the role of academic hardiness in academic achievement of students of Islamic Azad University, Bandar Abbas Branch. J Life Sci Biomed. 2013;3(6):418-423. ## 17. Wardani R. Academic Hardiness, Skills, and Phychological Well-being on New Student. Jurnal Psikologi. 2020;19(2):188-200. doi: 10.14710/jp.19.2.188-200. ## 18. Bean J, Eaton SB. The psychology underlying successful retention practices. Journal of College Student Retention: Research, Theory & Practice. 2001;3(1):73-89. doi: 10.2190/6R55-4B30-28XG-L8U0. ## 19. Kobasa SC, Maddi SR, Zola MA. Type A and hardiness. J Behav Med. 1983;6(1):41-51. doi: 10.1007/BF00845275. PubMed PMID: 6876154. ## 20. Samavi SA, Ebrahimi K, Javdan M. Relationship between Academic Engagements, Self-efficacy and Academic Motivation with Academic Achievement among High School Students in Bandar Abbas. Bi-Quarterly Journal of Cognitive Strategies in Learning. 2017;4(7):71-92. doi: 10.22084/j.psychogy.2017.1654. Persian. ## 21. Elhampour F, Ganji H, Abolmaali Alhosani KH. Comparing academic achievement, academic engagement, hardiness and perceived classroom environment among female and male students. Journal of School Psychology. 2019;8(3):7-25. doi: 10.22098/jsp.2019.838. Persian. ## 22. Subramanian S, Vinothkumar M. Hardiness personality, self-esteem and occupational stress among IT professionals. Journal of the Indian Academy of Applied Psychology. 2009;35:48-56. ## 23. Abdollahi A, Noltemeyer A. Academic hardiness: Mediator between sense of belonging to school and academic achievement? The Journal of Educational Research. 2018;111(3):345-51. doi: 10.1080/00220671.2016.1261075. ## 24. Brazdău O, Mihai C. The consciousness quotient: a new predictor of the students’ academic performance. Procedia-Social and Behavioral Sciences. 2011;11:245-250. ## 25. McIlroy D, Bunting B. Personality, behavior, and academic achievement: Principles for educators to inculcate and students to model. Contemporary Educational Psychology. 2002;27(2):326-337. doi: 10.1006/ceps.2001.1086. ## 26. Hood S, Barrickman N, Djerdjian N, Farr M, Magner S, Roychowdhury H, et al. “I Like and Prefer to Work Alone”: Social Anxiety, Academic Self-Efficacy, and Students’ Perceptions of Active Learning. CBE—Life Sciences Education. 2021;20(1):ar12. doi: 10.1187/cbe.19-12-0271. ## 27. Fatin S, Hosseinian S, Asgharnejad Farid AA, Abolmaal K. Evaluating Social Problem Solving and Psychological Capital model on Academic Burnout through mediating Help Seeking from Peers and Academic Consciousness. Positive Psychology Research. 2017;3(3):75-90. Persian. ## 28. Benishek LA, Feldman JM, Shipon RW, Mecham SD, Lopez FG. Development and evaluation of the revised academic hardiness scale. Journal of Career Assessment. 2005;13(1):59-76. doi: 10.1177/1069072704270274. ## 29. Farrokhi N, Bahmanabadi S, Mahmoudian H, Tabatabai Jebli Z. Factor structure of the academic toughness questionnaire. Educational measurement and evaluation studies. 2020;9(28):171-87. doi: 10.22034/emes.2020.38193. Persian. ## 30. Osher LW, Kneidinger LM. Implicit conscientiousness predicts Academic performance. Journal of Personality and Individual Differences. 2015;48(13):452-7. ## 31. Komar S, Brown DJ, Komar JA, Robie C. Faking and the validity of conscientiousness: A Monte Carlo investigation. J Appl Psychol. 2008;93(1):140-54. doi: 10.1037/0021-9010.93.1.140. PubMed PMID: 18211141. ## 32. Shiner RL, Masten AS. Transactional links between personality and adaptation from childhood through adulthood. Journal of Research in Personality. 2002;36(6):580-588. doi: 10.1016/S0092-6566(02)00508-1. ## 33. Wolfe R, Johnson S. Personality as a predictor of college performance. Educational and Psychological Measurement. 1995;55(2):177-85. doi: 10.1177/0013164495055002002. ## 34. Eilam B, Zeidner M, Aharon I. Student conscientiousness, self‐regulated learning, and science achievement: an explorative field study. Psychology in the Schools. 2009;46(5):420-32. doi: 10.1002/pits.20387. ## 35. Peng C. Self-regulated learning behavior of college students of science and their academic achievement. Physics procedia. 2012;33:1446-50. doi: 10.1016/j.phpro.2012.05.236. ## 36. Poropat AE. A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin. 2009;135(2):322-338. doi: 10.1037/a0014996. ## 37. Narimani M, Mohammad Amini Z, Barahmand O, Abou Alghasemi A. A Study Of The Relationship Between Psychological Hardiness, Thinking Styles, Social Skills And Academic Achievement In School Children. Journal of Psychology. 2007;2(5):93-107. Persian. ##