جستجوی مقالات مرتبط با کلیدواژه « academic achievement » در نشریات گروه « روانشناسی »

Self-esteem is one of the important characteristics of a person's personality, which plays an important role in his success in personal and social life. Self-esteem helps a person strive for success with more enthusiasm and motivation and be positive and optimistic about the future. The present research was conducted by meta-analysis method and by combining the research on the relationship between self-esteem and academic progress. The statistical population of the present meta-analysis of the available research is related to self-esteem and academic progress in the available computer databases in Iran, such as the Academic Jihad Scientific Database (SID), the Information Bank of the country's publications (Magiran), the database of Noor specialized magazines (NoorMagz) from 1386 to 1400 as well as foreign scientific databases Science Direct, PubMed and Google Scholar that were published in the years from 2000 to 2021. Based on the inclusion and exclusion criteria for primary research and sensitivity analysis, 57 effect sizes out of 64 studies were examined by CMA software. The results of this research showed that the effect size of the random model summary was equal to 0.333, which is statistically significant and indicates a positive relationship between self-esteem and academic achievement. As a result, paying attention to learners' self-esteem and formal education in educational environments is a necessity that should be considered more and more.

The aim of this research was to investigate the efficacy of cognitive rehabilitation in enhancing academic achievement, cognitive flexibility, and selective attention in students with specific learning disabilities. This applied study employed a semi-experimental design with pretest-posttest, a quantitative research method, and an experimental and control group. The population included all elementary school pupils who were referred to learning disability centers in Zanjan during the academic year 2021-2022. A total of 40 participants (22 boys and 18 girls) were randomly assigned to the experimental and control groups (each group, 20 participants). The selection was conducted through convenience sampling. The control group was placed on a waiting list, while the experimental group received 12 sessions of cognitive rehabilitation interventions. The Stroop and Wisconsin Card Sorting Tests were employed to capture data, which were subsequently analyzed using SPSS24 and repeated measures analysis. The findings showed that after cognitive rehabilitation, the level of selective attention, cognitive flexibility, and academic achievement of the participants increased significantly. Selective attention, cognitive flexibility, and academic achievement were significantly different between the experimental and control groups in the pretest, posttest, and follow-up (P<0.01). Therefore, it is possible to infer that cognitive rehabilitation had a beneficial impact on the academic performance, cognitive flexibility, and selective attention of students with specific learning disabilities. Cognitive rehabilitation is an effective therapeutic approach that learning disability centers should employ to enhance the cognitive performance of students with specific learning disabilities.

Academic achievement among adolescents is intended to be explained by a model that incorporates inhibition strategies and cognitive appraisal, with adolescent practical, behavioral, cognitive, and emotional academic involvement serving as a mediator. The research method was descriptive correlation. The statistical sample comprised Shiraz’s first-year secondary school students during the 2018-2019 academic year. Random cluster sampling was used to select 389 eighth and ninth graders (197 boys and 232 girls) who completed the Gross (ERQ), Emotion Regulation Questionnaire (ERQ) and the Academic Engagement Rio (AES). The path analysis method and Amos24 software were employed to analyze the data. The results revealed that academic achievement is influenced both directly and indirectly by cognitive reassessment’s emotion regulation strategy via emotional and behavioral engagement. Positive and statistically significant was the inhibitory emotion regulation strategy in predicting practical engagement. Furthermore, academic achievement was positively and significantly predicted by cognitive appraisal strategy, in addition to behavioral, cognitive, affective, and practical accomplishments. Positive and significant predictors of academic achievement were found to be behavioral and affective engagements alone, among the various components of academic engagement. By placing emphasis on the cognitive reassessment strategy in emotion management training for adolescents, it is possible to implement effective measures that foster academic engagement in the realm of behavior and emotions, and ultimately improve the academic performance of adolescents.

The psychological dimensions of success in young professional athletes need to be further investigated so that appropriate support can be provided in line with mental health and improving living and academic conditions.

The present study investigated the relationships among spiritual Happiness, academic achievement, creativity, and social attitudes with young professional athletes’ success by developing a model of mental health and sports achievements.

Descriptive-correlational study and a cross-sectional survey. For this purpose, 165 (89 male and 76 female) professional athletes aged between 15 and 18 were selected from the members of national teams and athletes. The research instruments included demographic sheets, informed consent forms, a General Health Questionnaire, Raudsepp's (1999) Creativity Scale, the social attitudes of Afrouz and Jordan (1976), the Spiritual Happiness Scale (SVS) of Chaprian and Afrouz (2016), Academic Achievement, and Sports Success Scale (SSS).

The results of the path analysis and Sobel test run in the LISREL software revealed that spiritual happiness, creativity, mental health, and academic achievement were significantly related to the sporting success of young professional athletes, while there was no significant relationship between social attitudes and sports success. Likewise, Spiritual Happiness, creativity, and social attitudes were associated with the mental health of young professional athletes. However, there was no significant association between academic achievement and mental health. Furthermore, mental health significantly mediated the relationships of Spiritual and creativity with the sports success of young professional athletes. However, no similar contribution was observed concerning the components of academic achievement and social attitudes.

The results showed that the proposed structural model was desirably fit for sports success with mental health mediation.

The present study was conducted with the aim of investigating the relationship between mindfulness and academic achievement based on the mediating role of students' attention control in 1400. The statistical population of this research includes all students of the second high school level in Tehran in the academic year of 2001-2001. Using Cochran's formula, the number of sample members is considered to be 365, who were selected by random sampling of multi-stage clusters. The main data of this research was obtained by using the attention control scale of Dribery and Reed (2002), the Freiburg Mindfulness Questionnaire and the Pham and Taylor (1994) academic achievement questionnaire. Descriptive statistics (central indices, skewness and kurtosis) and inferential statistics (structural equation modeling) were used in data analysis. The results of the research indicated that there is a relationship between mindfulness and academic progress with the mediating role of attention control in students.

E-learning and blended education as new educational approaches due to the use of new technologies and the application of interaction in the education process and the two structures of academic engagement and academic well-being are important as motivating factors for learning. Therefore, the aim of the present study was to investigate the independent,interactive and adjusting relationships between electronic and blended approaches,academic engagement and academic well-being with the academic performance of students in the distance education system. In this experimental study based on three educational waves in the form of theoretical, practical and theoretical-practical education, among 220 people in the statistical population, using stratified random sampling method and based on Morgan and Krejcie table, 140 people were selected as a sample. To conduct the research, a researcher-made questionnaire of electronic- blended approach and a standardized questionnaire of academic engagement and academic well-being, along with academic performance in the form of scores of three tests were used. Correlation test was used for communication and step wise regression was used to explain. There was a relationship between electronic-blended approach, academic engagement (behavioral component) and academic well-being with academic performance in the first wave. In the second and third waves and in the form of interactive relationships, the blended approach had a positive relationship with academic engagement, academic well-being and academic performance compared to the electronic approach; But in the form of adjustment, it was negative.Therefore, multimedia and hypertext and had a greater effect on academic engagement, academic well-being and academic performance.

The aim of the current study is to compare short term memory, reading performance and academic achievement of early bilingual and monolingual student and also presenting a well fitted model for interpretation of these interrelationship based on the theoretically recommended model. Rey–Osterrieth Complex Figure Test, a battery of reading measures and three elementary courses (Farsi, science, and Math) were used to assess short term memory, reading performance and academic achievement in turn. These tests were administered to 380 (188 ML and 192 BL) male primary student at grade five (12-13 years of age) in Persian. SEM and Analyses of variance (ANOVA) were then performed to determine which construct served as the best predictor of academic achievement in both groups. Based on the results, there is a significant relationship among short term memory, reading performance and academic achievement in both groups. But short term memory was the best predictor for academic achievement. Moreover, the highest significant relationship exists between short term memory and reading comprehension, while direct path coefficient between reading performance and academic achievement was the lowest. Indirect path coefficient between short term memory and academic achievement was not significant in both groups. Furthermore, ANOVA demonstrate that BL yielded significantly higher scores than did ML group in all variables except phoneme deletion and pseudo word reading.The aim of the current study is to compare short term memory, reading performance and academic achievement of early bilingual and monolingual student and also presenting a well fitted model for interpretation of these interrelationship based on the theoretically recommended model. Rey–Osterrieth Complex Figure Test, a battery of reading measures and three elementary courses (Farsi, science, and Math) were used to assess short term memory, reading performance and academic achievement in turn. These tests were administered to 380 (188 ML and 192 BL) male primary student at grade five (12-13 years of age) in Persian. SEM and Analyses of variance (ANOVA) were then performed to determine which construct served as the best predictor of academic achievement in both groups. Based on the results, there is a significant relationship among short term memory, reading performance and academic achievement in both groups. But short term memory was the best predictor for academic achievement. Moreover, the highest significant relationship exists between short term memory and reading comprehension, while direct path coefficient between reading performance and academic achievement was the lowest. Indirect path coefficient between short term memory and academic achievement was not significant in both groups. Furthermore, ANOVA demonstrate that BL yielded significantly higher scores than did ML group in all variables except phoneme deletion and pseudo word reading.

The aim of this study was to determine the efficacy of mindfulness training on the psychological well-being and academic engagement of low-achieving female high school pupils. The research method was quasi-experimental and included a pre-test, post-test, follow-up, and control group. The statistical population included all secondary school students in Tehran’s 14th district during the 2019-2020 school year. 30 individuals with low academic achievement in the first semester of education (GPA: low score 15) were selected and randomly assigned to experimental (15 individuals) and control (15 individuals) groups using a multi-stage random sampling method. Scale of Psychological Well-Being (RSPWB) and Academic Engagement Questionnaire (AEQ) were assessment instruments. Eight sessions were devoted to mindfulness instruction for the participants. Following the training, the post-test and follow-up were administered two months later. The data were analyzed using analysis of variance with repeated measures and software (SPSS-24). Mindfulness training was found to be effective in enhancing psychological well-being and academic engagement. It appears that mindfulness interventions have the potential to make students more focused, to help them regulate their emotions and become more flexible, and to improve their conscious control over their thoughts, feelings, and actions. Therefore, educational institutions must implement mindfulness training in order to promote students' mental health and academic engagement.

The purpose of the present research was Comparison the effects of sports vision and SPARC training on academic achievement and cognitive function of overweight female students.

The present study is a quasi-experimental research. The population of this research has consisted of overweight female students in third grade and fourth of district 5 of Isfahan (N=1000). 36 students aged 9 to 10 years were selected through purposeful sampling and randomly divided into three groups of 12. For Measure of cognitive function Revised Wechsler IV Intelligence test was used and the math test and dictation were used to measure academic achievement. To analyze the data, Univariate analysis of covariance and Bonferroni post hoc test were used using SPSS software at a significant level of five hundred.

 results showed that sports vision training had a statistically significant effect on the cognitive function of participants (p≤0/05). But, these exercises training did not have a significant effect on academic achievement (p≥0/05). Spark's exercise training did not statistically significant effect on cognitive function and academic achievement (p≥0/05). There was no significant difference between the two methods of training on academic achievement achieved (p≥0/05). However, there was a significant difference in cognitive function between these two training methods (p≤0/05).

to improve cognitive function, the use of a sports vision training program for the target community is recommended.

The present study examines the mediating role of parenting style creativity on students’ academic achievement. For this, a descriptive and structural equation modeling (SEM) system was used. Population of the study includes 770 female students from 4-6 grade in Urmia during 2016-2017, from among which 255 were chosen using stratified random sampling and Morgan's table for sample size. Date were collected using Buri’s Parental Authority Questionnaire (PAQ), adjustment inventory for college students (AICS) by Sinha and Sing, and Torrance Tests of Creative Thinking (TTCT). Date on academic achievement was based on student scores. Results of pearson correlation showed a significant relationship between parenting style and creativity, parenting style and academic achievement, and also parenting style and academic adjustment. In addition, results of SEM showed the relationship between parenting style with academic adjustment and achievement through the mediating role of creativity. This demonstrates fitness of the model. it is concluded that parenting style can influence student creativity and improve their academic achievement as well as adjustment.

The purpose of this study was to compare the effect of layer-by-layer, exploratory and online teaching methods in online virtual classes on mathematical academic achievement of elementary students. The research method was applied based on purpose and based on the method of data collection, quasi-experimental as pre-test-post-test. The statistical population included sixth grade male students in the primary school of Sanandaj who were studying in the academic year 2020-2021. The present study was conducted in coordination with three experienced teachers in three classes of 15 people, each of whom was in charge of a different teaching method. The number of teaching sessions was 8 sessions. SPSS software and analysis of covariance were used to analyze the data. The results show that the layer-by-layer teaching method has a higher average score (9.73, p<0.05) compared to the online and exploratory teaching methods. Accordingly, attention to new teaching methods, including the layer-by-layer teaching method, should be further studied and used.

The aim of this study was to determine the academic motivation profiles of talented and ordinary undergraduate and graduate students of Tabriz University using individual-based analysis and also to explain the difference between students' academic achievement according to these profiles. The method of this research was descriptive and survey type. According to Morgan's table, 260 students (130 talented and 130 ordinary) were selected from the University of Tabriz. Hierarchical cluster analysis, one-way analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) were used to analyze the data using SPSS 21 software. Based on the results of cluster analysis, three motivational clusters in normal students: 36.9% in high quantity cluster (high internal and external motivation and low motivation); 46.9% in average quantity (average levels in all three clusters); 16.2% in low quantity (low internal and external motivation and high motivation) and in talented students 44.6% in high quantity cluster (high internal and external motivation and low motivation); 44.6% in average quantity (average levels in all three clusters); 10.8% were in low quantity (low internal and external motivation and high lack of motivation). Also, the research findings indicate that there is no difference between the academic achievement of gifted and normal students in motivational clusters

In the present paper, the modeling of academic procrastination based on Covid-19 anxiety with the social networks-addiction as the mediating role in high school students was studied.

This paper is a descriptive, correlational study that was carried out in the statistical population of high school students in Someh-sara city in academic year 2021-22. 300 students participated in this study through convenience sampling method and answered the following questionnaires: Corona Anxiety Scale (CDAS), Cellphone-based Social Network Addiction Questionnaire (AMQBSN) and Solomon and Roth Bloom Academic Procrastination Questionnaire (PASS). Data analysis was performed using SPSS and Amos statistical software through path analysis.

Bootstrap results showed that the direct effects of Corona anxiety on procrastination (β = -0.10), Corona anxiety on addiction (β=0.16), addiction on procrastination (β=-0.66) were significant and meaningful. The results also showed that the indirect effect of Corona anxiety on procrastination mediated by addiction (β=0.10) is significant and has a minor mediating role (P <0.05).

The results also indicate that the proposed model has a good fit. Therefore, it can be concluded from the present study that Covid-19 anxiety is directly related to academic procrastination through the mediation of social media addiction

The aim of this study was to investigate the role of responsibility and emotional intelligence in predicting the academic achievement of female high school students.

The leading research method was descriptive-correlational. The statistical population included all female high school students, of whom 250 were selected by multi-stage cluster sampling based on Morgan table. To collect academic achievement data, students' GPA of two semesters, Gaffe responsibility assessment checklist and standard shot of emotional intelligence scale were used. Multiple regression analysis was used to analyze the data.

The results showed that there is a positive and significant relationship between the variables of responsibility and emotional intelligence with academic achievement in female high school students (P <0.01).

Therefore, with increasing responsibility and emotional intelligence, academic achievement also increases. Therefore, healthy parenting styles are very important to increase the responsibility of future students and to teach curriculum planning appropriate to adolescence, in order to help increase the responsibility of school counselors. Also, due to the educability of emotional intelligence, school training courses in this field can, in addition to increasing self-control and healthy interpersonal relationships, lead to an increase in students' academic achievement.

The purpose of this study was to investigate the effect of the "Brain-Based Learning" teaching method on the level of learning biology in students' cognitive, skill and emotional domains. The method of this research is quasi-experimental with two groups of control and experimental. The statistical population includes 11th-grade female students in Tehran's 13th district in the 2019-2020 academic year. A total of 52 individuals from the statistical population were selected by the purposive sampling method and randomly assigned to two groups. The instruments for measuring the variables were the researcher-made cognitive-skill test and the researcher-made attitude questionnaire. The validity of the researcher-made instrument was determined using the opinions of expert teachers and their reliability was determined by retesting. Statistical tests (t-test, Mann-Whitney, and Chi-square index) were used by SPSS26 to evaluate and analyze the hypotheses. The results showed that teaching in a "brain - based learning" method compared to the usual method increased students' scores in cognitive and skill areas and improved their attitudes in emotional domain in Biology lesson at a statistical level of 5% (P>0.05). These results demonstrate the role and importance of brain-compatible teaching methods in learning.