With 594 junior high school students as research subjects

this study explored the impact of proactive personality on academic performance and the chain mediating effects of metacognition and psychological resilience. The results indicated that: (1) Metacognition was significantly positively correlated with academic performance and exerted the strongest direct predictive effect. Logically

students with higher metacognition can formulate

monitor and adjust learning arrangements properly

leading to higher learning efficiency and better grades. (2) Proactive personality had a significant positive correlation with academic performance. Driven by internal motivation

students with high proactive personality take initiative in studying

solving academic difficulties and seizing learning opportunities

hence devoting more energy to learning and achieving better academic outcomes. (3) Psychological resilience was moderately and significantly positively associated with academic performance overall. Students with stronger psychological resilience tend to maintain steady grades and cluster at high score ranges

whereas those with poor resilience suffer drastic score fluctuations and account for a larger proportion of low achievers.(4) Metacognition and psychological resilience played a prominent chain mediating role between proactive personality and academic performance

following the path: proactive personality positively predicts metacognition

which in turn improves psychological resilience

and the two factors jointly boost academic performance. In line with social cognitive theory

academic outcomes are jointly determined by individual cognitive regulation and psychological resources. Students equipped with superior metacognition can scientifically review academic deficiencies

flexibly revise learning strategies

cope with academic setbacks effectively and gradually build up self-efficacy

thereby enhancing psychological resilience. In short

proactive personality activates learners' advanced cognitive abilities; optimized metacognitive regulation empowers students with stress resistance and adaptive mindsets

and this chained pathway of "cognitive optimization – psychological empowerment" ultimately improves junior high school students' academic achievement.