Objective: The present study aimed to investigate the role of learning strategies and academic resilience in predicting assertiveness among elementary school students. Methods and Materials: This applied, descriptive-correlational study involved all second-stage elementary students in Delfan County during the 2023–2024 academic year. Using Krejcie and Morgan's table, a sample of 371 students was selected through simple stratified random sampling. Data collection instruments included the Learning Strategies Questionnaire (Pintrich & De Groot, 1990), the Academic Flexibility Questionnaire (Dennis & Vander Wal, 2010), and the Assertiveness Questionnaire (Gambill & Richey). Data were analyzed using Pearson correlation and stepwise multiple regression via SPSS. Findings: Regression analysis revealed that both learning strategies and academic resilience significantly predicted students’ assertiveness. The model’s coefficient of determination was 0.683. Among the predictors, academic resilience (β = 0.529) had a stronger contribution than learning strategies (β = 0.310) in explaining assertiveness. Conclusion: Learning strategies and academic resilience play a critical role in fostering assertiveness in students. Strengthening these components can enhance students’ social interactions, healthy self-expression, and reduce passive behavior in academic settings.
Parvin Mirzaei (Mon,) studied this question.
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