In recent years, the gap between high academic success and low socio-economic status has increased. In this research, a model of factors affecting students academic success with low SES was explained and evaluated. This study was conducted in one of the low SES regions of Iran. A mixed-methods research design was used to explain academic success and evaluate it. From this point of view, the research was divided into two parts: grounded theory and structural equation modeling. For the qualitative part, semi-structured interviews were held with 49 students, parents and teachers from low SES areas, and content analysis was carried out using the Strauss and Corbin approach. The components affecting academic success were extracted and the relationship model between the extracted categories was formulated. In the second part, this model was tested on 314 students with the SEM method. It was found that the causal conditions had significant effects on the phenomenon of academic positive perspective of students with low socio-economic status (with a coefficient of 0.77), academic positive perspective on the implementation of academic success strategies in low SES areas (with a coefficient of 0.6), context background on the implementation of strategies (with a coefficient of 0.28), intervening conditions on the implementation of strategies (with a coefficient of 0.12) and implementation of interactions and strategies of students with low SES on the consequences of academic success (with a coefficient of 0.86). The phenomenon of academic positive perspective clarified the complexity of academic success of students with low SES and the theory of academic success of students with low socio-economic status and its consequences was created. The examined paradigm model and the assumed relationships of the model had the necessary fit and hence it can be a suitable model for the academic success of students with low socio-economic status.  

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