University of Mohaghegh Ardabili Journal of School Psychology 22520821 10 3 2021 09 23 The mediating role of communication interactions on the relationship between school entrance age and the birth order with students' academic achievement The mediating role of communication interactions on the relationship between school entrance age and the birth order with students' academic achievement 80 65 1343 10.22098/jsp.2021.1343 FA M Shabafrooz PhD Student in Educational Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran Gh Afrooz Professor, Department of Psychology, University of Tehran A Delavar Professor, Department of Measurement, Allameh Tabatabaei University, Tehran H Asadzadeh Associate Professor, Department of Educational Psychology, Allameh Tabatabaei University, Tehran Journal Article 2021 11 19 This research is intended to survey the mediating role of communication interactions on the relationship between school entrance age and the birth order with students' academic achievement of high school students in Rasht. This research is applied and cross-sectional. The population included all high school students in Rasht. The Carole Glass Interaction Questionnaire (1994), and the students' grade point average were used to collect data in order to measure their academic achievement. The findings revealed that the school entrance age and the birth order (β=0.25, R2=0.17), (β=0.15, R2=0.039) respectively and mediating communication interactions (Β=0.13, R2=0.022) (β=0.11, R2=0.16) directly influenced the academic achievement of the participants.  It can be concluded that the school entrance age and the birth order are variables affecting academic achievement. In addition, communication interactions have a more effective role in this process. This research is intended to survey the mediating role of communication interactions on the relationship between school entrance age and the birth order with students' academic achievement of high school students in Rasht. This research is applied and cross-sectional. The population included all high school students in Rasht. The Carole Glass Interaction Questionnaire (1994), and the students' grade point average were used to collect data in order to measure their academic achievement. The findings revealed that the school entrance age and the birth order (β=0.25, R2=0.17), (β=0.15, R2=0.039) respectively and mediating communication interactions (Β=0.13, R2=0.022) (β=0.11, R2=0.16) directly influenced the academic achievement of the participants.  It can be concluded that the school entrance age and the birth order are variables affecting academic achievement. In addition, communication interactions have a more effective role in this process. https://jsp.uma.ac.ir/article_1343_0d8fb596038542ddbfa53f757fc87543.pdf