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.