Objective: This study aimed to predict academic motivation and academic performance based on the core of self-evaluation and academic wising with regard to the mediating role of academic benefit and cost among student teachers in Hamedan.

Methods: This study was conducted using a descriptive-correlational method using structural equation modeling (SEM). The statistical population included all student teachers studying at Hamedan University of Education in the 1404-1405 academic year. 477 student teachers were selected through available sampling and answered questionnaires including Core of Self-Evaluation, Academic Motivation, Academic Wising, and Academic Benefit and Cost. To examine the academic performance of student teachers, their GPA was considered. Python software version 14-3 and pandas-2, numpy-1.24, scipy-1.10, semopy-2.3.11, and scikit-learn-1.3 libraries were used to analyze the data. Structural Equation Modeling (SEM) with a path analysis approach was used to analyze data.

Results: The results of this study showed that the relationship between core of self-evaluation and academic wising with academic motivation is significant with respect to the mediating role of academic benefit (P < 0.05); while academic cost has no mediating role in this relationship (P > 0.05). Also, although the mediating role of academic benefit and cost in the relationship between academic wising and the core of self-evaluation with academic performance is significant, these indirect effects are statistically very small.

Conclusions: These results emphasize that designing educational interventions with the aim of reconstructing students' attitudes towards academic benefit and cost not only strengthens their intrinsic motivation, but also significantly improves their academic performance by