Thesis:

The mediating role of the implemented curriculum in the relationship between the perception of the learning environment and the academic vitality of the first secondary students of Davarzan city.

The aim of this study was to examine the relationship between students' perceptions of the learning environment and academic vitality, with the mediating role of the implemented curriculum among middle school students in Davarzan County. This research is applied in terms of its objective and descriptive-correlational in terms of its methodology. The statistical population included 854 male middle school students in the 2023-2024 academic year, of which 265 students were selected as a sample using Morgan's table and stratified sampling method. The research tools comprised the Learning Environment Perception Questionnaire by Gable and Rizza (2002) and the Academic Vitality Questionnaire by Martin and Marsh (2006). Data were analyzed using Pearson correlation coefficient and structural equation modeling. The results indicated a positive and significant relationship between perception of the learning environment and academic vitality (r = 0.382, P < 0.01). Furthermore, the implemented curriculum played a significant mediating role in the relationship between the perception of the learning environment and academic vitality (standard coefficient = 0.168, P = 0.016). These findings highlight the importance of improving the quality of curriculum implementation and enhancing students' perceptions of the learning environment to foster academic vitality.

Keywords: Perception of Learning Environment, Academic Buoyancy, Implemented Curriculum, Middle School Student