Abstract
<title>Abstract</title> <p>Background In Iran, high school students face intense academic pressure due to the highly competitive national university entrance exam (Konkour), which largely shapes their future opportunities. While both self-efficacy and resilience are known to support academic success, little is known about their combined impact on Iranian adolescents preparing for this crucial exam. This study investigates the relationships between academic performance, self-efficacy, and resilience among high school students in Tabriz, Iran. Methods This cross-sectional survey recruited 356 high school students (grades 10–12) using stratified sampling from five educational districts in Tabriz, Iran, during the 2024–2025 academic year. Data were collected using self-administered questionnaires assessing socio-demographic and school-related factors. Academic self-efficacy and academic resilience were measured as predictor variables using the Morgan-Jinks Student Efficacy Scale (MJSES) and the Academic Resilience Inventory (ARI), respectively. Academic performance was measured as the outcome variable and operationalized as students' grade point averages (0–20 scale). Statistical analyses included descriptive statistics, bivariate tests (t-tests, ANOVA, Pearson correlation), and multiple linear regression to identify predictors of academic performance. Results Participants averaged 17.2 ± 0.8 years old; 51.4% were female. Mean academic performance was 14.2 ± 2.8; 54.2% had acceptable scores. Academic self-efficacy (59.3 ± 9.1) and resilience (69.7 ± 12.4) showed moderate positive correlations with performance (r = 0.39 and r = 0.47, respectively; both p < 0.001). In regression analyses, both were significant positive statistical predictors (self-efficacy: β = 0.084, 95% CI [0.047, 0.121], p < 0.001; resilience: β = 0.097, 95% CI [0.066, 0.128], p < 0.001). Female gender, older age, and higher perceived family income also showed significant associations with better performance. Conclusion Academic self-efficacy and resilience were independently associated with 45.4% of GPA variance among Iranian adolescents. These traits may be particularly relevant for students facing intense academic pressure and the Konkour university entrance exam. Schools could consider culturally tailored strategies like goal-setting, stress management, and feedback to strengthen these qualities, which may support both academic success and long-term psychological well-being.</p>