Investigating the Relationship between Attribution Style and Academic Achievement of High School Students in Ilam with the Moderating Role of Emotional Intelligence and Socio-Economic Class

The aim of this research study was to assess the relationship between attribution style and academic achievement of high school students in Ilam with the moderating role of emotional intelligence and socio-economic class. This research is applied and descriptive-correlational. The study population includes male and female high school students in Ilam, who, according to the education statistics of Ilam city, are ۸۵۳۳ people. The number of samples required for this study is estimated at ۳۶۸ based on Krejcie and Morgan table, which were selected from the community by multi-stage cluster sampling. In this scrutiny, the standard questionnaires of Patterson's (۱۹۸۲) attribution styles, Bar-On emotional intelligence, economic status of power (۲۰۱۳) and the second-semester average were used to measure academic performance. The research data were analyzed by using SPSS-version ۲۲ software method. The results indicated that among the various dimensions of attribution styles, internal /external style in unpleasant situations is negatively correlated with academic achievement. General/specific attribution style in pleasant situations is positively correlated with academic achievement, and these styles can predict students' academic performance. The emotional intelligence variable strengthened the correlation between attribution style and academic achievement. However, the effect of economic status on the relationship between attribution style and performance was not significant.