Background and Aim: The policy, strategy and program of educational systems all over the world are aimed at removing the obstacles and problems in the way the academic performance of learners and optimizing and creating suitable conditions for its growth and development. The present study aimed to present a structural model to explain students' academic performance based on two key variables, namely academic support and academic self-concept.
Methods: The statistical population of the research consisted of all the students of the second year of Marivan secondary school in the academic year of 1402-1403. According to Morgan's table, according to the population of more than 2000 people in the statistical community, 322 people were selected as a sample. In this research, staged cluster sampling method was used. Academic support questionnaire (QSA), academic self-concept (ASC) and academic performance (EPT) were used to collect data. The data were analyzed using the structural equation model.
Results: The results showed that academic support and academic self-concept have a direct (0.001) effect on students' academic success. Also, the structural model has good fit with the research data, and academic support and academic self-concept have a predictive power of 0.840 of the changes in the academic performance variable.
Conclusion: Holding regular educational courses and workshops related to academic support and positive academic self-concept for parents, teachers, and students is recommended in order to further support students, strengthen positive academic self-concept, and improve their academic performance.interest in learners.