جستجوی مقالات مرتبط با کلیدواژه « عملکرد تحصیلی » در نشریات گروه « علوم تربیتی »

The purpose of the present study was to investigate the mediating role of computer anxiety in the relationship between self-efficacy and academic performance of 7-12-year-old students in virtual education.

The current research was applied in terms of objective, in terms of descriptive-correlation method and in terms of data collection quantitatively with standard tools. The statistical population of the research was the parents of 7-12-year-old students (first to sixth grade) of non-profit schools in Isfahan city in the academic year of 2022-23. In order to collect data, Iraola-Real et al.'s Virtual Academic Performance Questionnaire (2023), Murphy et al.'s Computer Self-Efficacy Questionnaire (1989), and Haynes' Computer Anxiety Questionnaire (1987) were used. To analyze the data, Pearson's correlation coefficient, regression and path analysis were used in SPSS and AMOS software.

What emerged from the findings was that there was a positive correlation between the studied variables (P<0.05) and the ability to predict academic performance for both groups of students regarding computer self-efficacy was higher than computer anxiety (0.66 vs. -0.30 for boys and 0.76 vs. -0.29 for girls) and if we assume computer anxiety as a mediating variable, this variable can play a mediating role in the relationship between computer self-efficacy and academic performance by 31% (P <0.05).

Given that in today's conditions, digital technology has become ubiquitous and has occupied most aspects of life and education; The use of technological resources is fixed; Therefore, the ability to use them is essential. Therefore, it is suggested to pay attention to this category in the future in the case of possible virtualization of classrooms in the academic counseling provided in schools

The purpose of this research was to investigate the effectiveness of parent-child play therapy on self-esteem, social skills, and academic performance in Students with Attention-Deficit/Hyperactivity Disorder (ADHD). The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all Students with Attention Deficit/ Hyperactivity Disorder of the second period of Isfahan City in the academic year 2023-2024, of which 30 people (19 male students and 11 female students) were selected by convenience sampling method based on the entry criteria. They were randomly divided into experimental and control groups (15 people in each group). In order to collect information, Eysenck self-esteem inventory (ESI), social skills questionnaire (SSQ) and academic performance questionnaire (APQ) were used. The experimental group received 10 90-minute sessions of the parent-child play therapy program and the control group did not receive any program. To analyze the findings, univariate covariance analysis was used using SPSS-23 statistical software. The results showed that play therapy had a significant effect on increasing the level of self-esteem, social skills, and academic performance of Students with Attention Deficit/ Hyperactivity Disorder (P<0.05). Therefore, it is suggested that specialists provide a basis for improving the self-esteem, social skills and academic performance of these children by establishing a parent-child play therapy training program.

Introduction and Goal: 

Anxiety is one of the basic problems of students, which can cause a lot of psychological and emotional damage to students. Therefore, this research was conducted with the aim of determining the relationship between resilience and psychological well-being with academic performance in students With Generalized Anxiety Disorder.

The research design was correlational. The statistical population of the research included all the female students of the first secondary school in Paveh city in the academic year of 2021, of which 150 people were selected based on the formula (n=50 + 8m) and selected by the available sampling method and the research tools included Tab questionnaire. Avery (Connor and Davidson, 2003), psychological well-being (Reif, 2002) and academic performance questionnaire (Pham and Taylor, 1999) answered. Descriptive statistics, Pearson correlation coefficients, multivariate regression and spss software were used for data analysis.

The results showed that there is a positive and significant relationship between the total score of resilience (r=0.679 and p=0.000) and one of its dimensions with the academic performance of anxious students at the level of 0.05. Also, the results showed that the total score of psychological well-being (r=0.899 and p=0.000) and each of its dimensions have a positive and significant relationship with the academic performance of anxious students at the level of 0.05. Regression analysis with the simultaneous entry method also showed that the predictor variables together explained 40% of the variance of the academic performance score in students.

Considering that academic performance can be influenced by many psycho-social factors, it is necessary for educational planners and psychologists to take steps to improve students' academic performance by recognizing these factors.

The aim of this study was to predict academic performance based on the personality traits of female students at Imam Sadiq University. This research is correlational in nature, and the statistical population includes all undergraduate students at the female campus of Imam Sadiq University, totaling 343 students in the second semester of the 2019-2020 academic year. Using stratified random sampling and the Krejcie and Morgan table, 182 students were selected as the research sample. Data collection was conducted using the NEO Five-Factor Inventory (NEO-FFI) and Dertej’s Academic Performance Questionnaire. Data were analyzed using SPSS software and multivariate regression analysis and multivariate analysis of variance (MANOVA). The results indicated that the correlation coefficient of academic performance with neuroticism is -0.57, extraversion is 0.44, openness is -0.14, agreeableness is 0.3, and conscientiousness is 0.62. The significance level of the correlation coefficient between academic performance and neuroticism, extraversion, agreeableness, and conscientiousness was less than 0.05, indicating a significant relationship with 95% confidence, while no significant relationship was found between academic performance and openness. Overall, the multiple correlation coefficient between personality traits and academic performance is 0.69, with a coefficient of determination of 0.48. In other words, 48% of the variance in academic performance can be explained by different dimensions of personality traits. The results of this study indicate that neuroticism and conscientiousness have a stronger role in predicting academic performance. Therefore, considering the personality traits of students, particularly conscientiousness, can be beneficial in improving academic performance.

The purpose of this study is to investigate the barriers to the realization of critical thinking in the field of education.In terms of the goal it pursued, this research was conducted using the grounded theory method. The studied population was all the teachers, experts and experts of the elementary level of Marivan city located in Kurdistan province. A total of 27 people were selected as a sample from the target population. The sampling method was based on theoretical saturation and they were selected with this criterion of having rich knowledge and information about the research problem. In order to collect research data, a semi-structured interview was conducted from sample people. The interviews were first recorded and then implemented. 19 central codes or sub-categories were identified from the multitude of concepts obtained. The sub-categories were coded in 3 main categories: cultural-religious, manpower and systemic-managerial context. Barriers to critical thinking in the cultural-religious field were identified in 4 categories. In the field of manpower, the barriers to critical thinking were 7 categories. In the system-management field, the obstacles in 8 categories were identified. The results indicated that the existence of a centralist approach in education and the lack of job security in the educational system in case of critical thinking, as well as the lack of attention to people with critical thinking skills, are serious obstacles to the realization of critical thinking in education area.

The purpose of the present study was to determine the effect of making deliberate errors learning on working memory and academic performance of girl students of the high school.

The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population included all students of the high school in Chegeni city in the academic year 2022-2023. From the statistical population of 30 people who meet the conditions for entering the research, they were selected by random sampling and randomly assigned to two experimental (15 people) and control (15 people) groups. Working memory research tool of Daneman and Carpenter (1980) and the paper-pencil test made by the researcher to measure the academic performance of students. The statistical methods used in this research included descriptive statistics (mean, deviation) and inferential statistics (multivariate covariance analysis). The data was analyzed in SPSS software version 26.

The results of the research showed that there was a significant difference between the pre-test and post-test scores of the experimental group compared to the control group for academic performance (P<0.01, F=69.317), but there was no significant difference for the difference (P=0.647, F=0.214).

Based on the present findings, it can be concluded that making deliberate errors learning increases academic performance, but does not affect working memory.

This study was conducted to examine the structural relationships modeling of high school students’ performance and scholastic adjustment based on attachment to the teacher with the mediation of the problematic cell phone use (PCU). This descriptive-correlational research used structural equations modeling. From among students of the academic year 2021-2022, 748 male and female junior high school students of Rasht city were selected by two-stage cluster sampling method. They responded to the electronic version of Baker and Siryk’s Student Adaptation to College Questionnaire (1984), Pham and Taylor’s academic performance questionnaire (1990), Jenaro’s cell phone overuse scale (2007) and Attachment to the Teacher Scale by Lavasani and Mehdipour (2015). The results indicated that secure attachment to teacher has a constructive role in students' academic performance and adaptability, and neutralizes the impact of PCU. In addition, in students with anxious/avoidant attachment to teacher, PCU creates a compensatory role for the lack of secure attachment. It is essential that students and teachers learn how to create a secure attachment to improve students' performance and academic adjustment.

The present study was conducted to investigate the effect of gamification on the academic motivation and academic performance of first-graders in virtual classes. Study design was quasi-experimental with pretest-post-test and a control group. The study population consisted of all first grade students in Khomein, Markazi Province, Iran, of whom 30 female students were selected by convenience sampling. Harter's academic motivation scale (1980) and academic performance researcher-made test were used to collect data. Reliability of the researcher-made test for academic performance was calculated as 0.722 using the Kuder-Richardson Formula 20. The course was run for 10 sessions in Shad software. Covariance analysis was run for inferential analysis of the data. The results showed that gamification of virtual classes had a significant effect on the academic motivation and academic performance of students. It is therefore recommended to use the principles of gamification for the virtual teaching of elementary courses.

During the last two decades, many researchers have investigated the relationship between perfectionism and academic performance, and different results have been obtained. Therefore, it is felt necessary to use meta-analysis studies to provide general results. The method used in this research is meta-analysis. The statistical population of the research included available published studies. In order to collect information, a researcher-made checklist was used. After checking the inclusion and exclusion criteria, 40 effect sizes were found out of 24 studies. It was obtained with the conditions of meta-analysis. In order to analyze and analyze the data, sensitivity analysis, funnel plot, fixed and random models and heterogeneity analysis were used from CMA software. The fixed effects model is 0.067 and for the random effects model it is 0.083, which was evaluated as low according to Cohen's index. Also, the relationships between the components of perfectionism (adaptive, incompatible, self-oriented, socially oriented, perfectionism in general) and academic performance are also based on criteria. Cohen interpreted high, high, medium, low, and low values. Due to the heterogeneity of the effect sizes, the gender and type of sample used in the researches were examined as moderating variables. The results showed that the effect size of the relationship between perfectionism and academic performance in the researches where male subjects were used for the research, compared to Other researches are more. Also, the effect size of the relationship between these two variables in the researches that used students as samples is more than other researches.

The present study was conducted to measure the effect of digital gamification on reducing external cognitive load and academic performance of students with context-dependent cognitive style. The quasi-experimental method was a single subject with an A-B-A design . The population of all undergraduate students of the Faculty of Educational Sciences and Psychology of Birjand University in 1400-1401 was a sample of one person and a purposeful non-probability sampling method. Tools: group latent form test (GEFT) by Oltman et al in 1971, one-question external cognitive load questionnaire by Pas et al in 1994, researcher-made test of academic performance and eye tracking device. After conducting a group test of latent forms and identifying the sample, English grammar was taught to the subject in the baseline stage with multimedia without game elements, the test stage using digital gamification and in the return to baseline stage, with multimedia without game elements. Each stage was implemented in 8 sessions and in each eye tracking data was collected, cognitive load test and pre-test and post-test were performed. In order to analyze the data, descriptive and inferential statistics methods and visual chart analysis were used. The findings showed that teaching English with digital gamification increased external cognitive load and academic performance. It was concluded that gamification has created motivation and attracted attention and comprehensive engagement with the content and increased the external cognitive load and learning has been achieved and academic performance has increased.

the aim of the present study was to investigate the mediating role of academic optimism in the relationship between mindfulness and resilience and academic performance of female high school students in Mashhad. The research method was descriptive correlational. The statistical population of the study consisted of female students of the seventh district of Mashhad in the academic year of 2022-2023. The sample size based on Klein's suggestion, was 250 students who were selected by available sampling method. The collection tools in this research are Connor-Davidson Resilience Questionnaire (2003), Baer et al.'s five-factor Mindfulness Questionnaire (2006), Tschannen-Moran et al.'s Academic Optimism Questionnaire (2013) and the grade point average was used for the students' academic performance. Descriptive statistics and inferential statistics methods such as correlation tests and structural equations with path analysis were used to analyze the data. The results of showed that the conceptual model of research fits well and academic optimism plays the role of a mediator in the relationship between mindfulness and resilience and academic performance of female high school students. The relationship between academic optimism on the resilience and academic performance was also direct and significant. According to the results, It can be concluded from the results of the study that academic optimism in the students has a facilitating role in the development of resilience and academic performance. Thus, mindfulness, academic optimism will be established, and eventually the resilience and academic performance will be upgraded and developed.

The aim of the present research was to examine the relationship between self-efficacy in mathematics, computer science and engineering students’ academic performance. This research was applied and descriptived and correlational. The population of this research includes all engineering students of Isfahan University of Technology in the academic year 1402-1401 and multi-stage cluster sampling method. Questionnaires used to collect information include mathematical self-efficacy questionnaire (MSES), Murphy, Kuro and Owen self-efficacy questionnaire and Henderson Questionnaire were used to measure science self-efficacy. The validity and reliability of this questionnaire has been confirmed in past researches. In this research, the validity of these questionnaires has been checked and confirmed by subject experts, and its reliability has been confirmed by Cronbach’s alpha. The data obtained from the questionnaires were used by means of descriptive statistics such as mean and standard deviation and inferential statistics such as Pearson correlation and multiple regression. The results of the data analysis indicated that having self-efficacy in mathematics and computers can predict academic performance and science has a correlation with academic performance. Meanwhile, mathematics self-efficacy has the greatest power to explain mathematics performance, followed by computer and science self-efficacy, which has the power to explain the academic performance of undergraduate engineering students.

Academic performance includes the acquisition of a set of skills and abilities. Academic performance is a complex phenomenon influenced by the interaction of various factors. Cooperative learning is one of these factors. Cooperative learning is considered as some method related to the organization of classroom instruction to achieve common learning goals via cooperation. Over the few last decades, many researchers have examined the effect of cooperative learning on academic performance, which yielded different results. This study aimed to analyze and combine the results of the performed studies in this field in order to reach a general conclusion, resolve the existing contradictions, and discover possible moderators. 

The present study was conducted by meta-analysis method. The statistical population was all research published in a scientifically valid journal in the country that was available in computer databases (Irandoc, SID, Magiran, Noormags) and was available in related studies between 1997-2022. Using the purposive sampling method and extensive search based on the specified keywords (Teaching methods, Cooperative learning, Academic performance, Academic progress) and applying entry and exit criteria, 200 studies were selected as a sample and entered the meta-analysis process. The extracted data were analyzed with CMA software. 

From selected studies as a sample, in total, 258 effect sizes were extracted which 17 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 241 effect sizes. The value of the “fail-safe N” statistic was obtained at 12040, which indicated that after entering this number of non-significant studies, the combined effect size will be non-significant. The amount of combined effect size was calculated at 0.893 in the fixed model and 1.133 in the random model. Both models were statistically significant (p<0.001). As the effect sizes were heterogeneous, gender, type of sample, type of cooperative learning, type of course, and year of research were examined as the moderator variables. The results indicated that the effect size of cooperative learning on academic performance is in males more than females, in elementary students more than others, in student teams achievement division (STAD) instruction more than other types, and in social science courses more than other courses. The results of the research showed that the year of studies has a very small contribution to explaining the heterogeneity.

The results of the study showed that cooperative learning had a significant effect on academic performance. It has been assumed that cooperative learning is one of the most important factors or predictors for learners to achieve learning success.

The present research was conducted with the aim of investigating the effectiveness of the use of game-based methods on academic performance in the teaching of map reading. in which four classes from Farhangian University campuses of East Azerbaijan province (brothers and sisters) were selected as available samples and were investigated in two experimental and control groups. A 12-hour game-based training package was designed and implemented for the experimental group. And at this time, the control group was trained in the traditional way. Both the experimental group and the control group were evaluated before and after the intervention using a test made by the researcher of the relevant course. The obtained data were analyzed using one-way and multi-way analysis of covariance. The obtained results show that there is a significant difference between the experimental group and the control group in academic performance. The results of this research confirmed the effectiveness of using the game method in the academic performance of Farhangian University students in East Azarbaijan province.

This research was conducted with the aim of investigating the relationship between self-regulation and the academic performance of students with the mediating role of engagment and academic bouyancy. The research was of the descriptive-correlating type. The samples included 322 students (163 girls, 159 boys) randomly selected from among all the students of Shahid Chamran University of Ahvaz who were studying in the academic year of 2022-2023. Data were collected through the academic self-regulation questionnaire of Bouffard et al. (1995), the academic engagment questionnaire of Ryu and Tseng (2011), the academic bouyancy questionnaire of Martin and Marsh (2008) and the academic performance collected data were analyzed using the structural equation modeling method and SPSS and AMOS softwares. Results showed that the proposed model had a good fit with data. Findings indicated that the direct effect of academic self-regulation on academic performance, academic engagment and academic bouyancy is a positive and significant relationship. In addition, the direct effect of academic engagment with academic performance and academic bouyancy with academic performance was also positive and significant. Also, the results of indirect paths showed that academic self-regulation has a positive effect on academic performance through academic engagment and academic bouyancy. Accordingly, when a person incorporates himself/herself in the learning process, he/she can learn better and deeper. In addition, a person with high academic talent will maintain his/her self-confidence in the face of academic challenges and obstacles and will try to overcome the challenges well and achieve success. Therefore, the educational institutions, universities and educational instructors are advised to use this model for improving students' academic performance.

Since exploring the factors related to the optimal academic performance of students in order to adopt a suitable approach in planning and educational measures has long been the focus of systematic education systems. The aim of this study is to provide a structural model of the relationships between psychological hardiness and academic enthusiasm with mediated role of the sense of cohesion in students of the first secondary level. The current research method is a structural equation correlation. the statistical population of the research is all the students of the first secondary level of Baghmalek city in the academic year of 1400-1401 in the number of 1300 people, 330 of them based on Karjesi- Morgan table as a statistical sample, with stratified and multi-stage cluster random sampling method (based on schools and classes), the academic enthusiasm questionnaires of Wang, Violet and Scales (2011), the psychological hardiness of Kiamarsi, Najjarian and Mehrabizadeh Honarmand (1377) and Antonovsky's sense of cohesion (1987) were completed. The data was analysed using structural equation modelling. The results of the research showed that the proposed model of the relationship between psychological hardiness and academic enthusiasm with the mediating role of sense of cohesion has a "proper" fitness. Also, the linear and direct relationship between the research variables and their indirect relationship with the mediation of sense of cohesion is positive and significant. based on the above findings, it can be stated that by strengthening the psychological hardiness and sense of cohesion in the students, their academic enthusiasm is improved and the ground for their future success in the field of academic-educational performance is provided. 
Analysis of previous studies shows that psychological hardiness, academic enthusiasm and sense of cohesion are the meeting point of many theories related to students' academic performance (success and failure). The concept of academic enthusiasm was proposed for the first time in the 20th century to understand and explain academic progress and was considered as the basis for reformist efforts in the field of education. This concept of an immediate state includes emotional-cognitive aspects, and in relation to school activities, it includes three aspects of energy (psychological force to start), perseverance (necessary force to continue and finish) and attraction (attractiveness of assignments for the learner). Students with higher academic enthusiasm with greater scope of concentration, work hard on learning subjects and perform better in academic tests.
On the other hand, the review of the research literature shows that the academic performance of the students is largely influenced by the factors and personality traits of the learners. One of these traits is psychological hardiness, which consists of three components: commitment, control, and struggle, and was invented by Kobasa et al. According to them, this attribute as a "combination of beliefs about oneself and the world" enables people who have it to efficiently solve interpersonal challenges and use it as a protective mechanism when faced with stressful life events.
The mutual relationship between psychological hardiness and academic enthusiasm is influenced by other variables, one of which is the sense of coherence. According to Antonovsky (1993), the feeling of coherence indicates the general orientation of the person and his feeling of confidence and continuous dynamism in life. This feeling makes people understand internal and external movements in a more organized way and life is more understandable (cognitive component), more controllable (instrumental component) and more meaningful (motivational component) for these people. . Students who feel more cohesive, have more motivation to learn and actively participate in class activities, use self-regulation strategies, and therefore, their academic success is more likely.
With regard to the above, the present study aims to present a structural model of the relationship between psychological toughness and academic enthusiasm with the role of the sense of coherence as a mediator and seeks to answer the following questions: 1) Can the sense of coherence play a mediator role? play in the direct and indirect relationships between psychological toughness and academic enthusiasm of students? 2) Are the direct relationships between the variables of psychological toughness, academic enthusiasm and the sense of cohesion of high school students significant? 3) Is the direct effect of psychological toughness on academic enthusiasm significant? 4) Is the indirect effect of psychological toughness on students' academic enthusiasm through the mediating variable of sense of coherence significant?

Memory and psychological processes play a vital role in every aspect of learning, and dysfunction slows down many areas of learning. The aim of this study was to evaluate the effectiveness of the educational package of psychological processes based on verbal comprehension, perceptual reasoning and academic achievement of elementary students with learning disabilities.

The research method was quasi-experimental with a pretest-posttest design with a control group. In compiling the training package, worksheets were prepared in 25 different areas of psychological processes. In order to determine the effectiveness of the package, 20 second-grade female students who referred to the Center for Disorders in Ghaen and had problems in reading, writing and math were selected and randomly divided into experimental and control groups. The experimental group was trained for thirty 45-minute sessions (10 face-to-face sessions and 20 face-to-face sessions). To collect the data, the subscales of verbal comprehension and perceptual reasoning of the fourth edition of the Wechsler Children's Intelligence Scale (Wechsler, 2003) and the researcher-made test of academic achievement (Ghorbanpour, 2020) were used. Data were analyzed using multivariate analysis of covariance.

The results showed a significant difference between the experimental and control groups in the post-test. This means that education could be effective in improving the verbal comprehension, perceptual reasoning and academic achievement of students with learning disabilities.

According to the research results, paying due attention to the educational strategies of basic psychological processes, as an effective intervention method, can lead to promising results in education and rehabilitation of students with learning disabilities.

The present study aimed to investigate the effectiveness of educational computer game produced on the academic performance of boy students in first grade of secondry high school in Tehran. This study is based on the objectives and hypotheses of the type of inter-group experimental design with pre-test and post-test along with the control group and according to the method of data collection, it is a semi-experimental type. The statistical population of this study is all boy students of the first grade secondary school students in Tehran who educated in the academic year of 2017-18. Using a targeted sampling method, a school in Tehran 2 region was selected as the sample and 50 subjects were divided into two experimental and control groups. Research tool of present study was questionnaire of academic performance. The results of ANCOVA and MANCOVA showed that the level of significance was less than 0.01 (p <0.01). Thus, the statistical zero assumption is rejected and it was found that there was a significant difference between the students in the experimental and control groups in the scores related to the academic performance in the post-test. According to the results of this study, it can be concluded that the educational computer game produced on the variable of academic performance has been effective and has led to its increase.

The present study aimed to investigat the relationship between blended learning and feeling of rejection with academic performance in Payam Noor University students with the mediating role of academic enthusiasm. The research was done descriptively and survey. The statistical population was 743 students of Khalkhal Payam Noor University that 248 people were selected as a sample using available sampling method and with the help of Morgan's table. To collect the data, Amand et al’s blended education made-researcher and   feeling of rejection (2020) and Wang et al’s academic enthusiasm (2011) questionnaires, and the students’ grades at the end of the academic semester were used. Correlation coefficient was used to explain the relationships between variables and structural equations were used for modeling.  Initial finding showed the correlation coefficient between belended education and academic enthusiasm with academic performance (0.369. and 0.386) with a positive relationship, but between belended education and feeling of rejection with academic performance (-0.212) with a negative relationship. The findings of the structural analysis also showed the positive effect of belended education with the mediating role of academic enthusiasm on academic performance (β= 0.37), but the negative effect of the feeling of rejection with the mediating role of academic enthusiasm on academic performance (β= -0.28). The final result was that blended education along with academic enthusiasm as a mediating factor reduced the negative effects of feeling of rejiection on students’academic performance.

The aim of the current research was to investigate the role of Focusing on Instruction and Optimizing Instructional timeof teacher in the classroom on the Educational performance with the mediation of academic satisfaction. The descriptive research method was correlational. The statistical population included all secondary school teachers and students of Babol city, among whom 50 teachers and 336 students were selected as a statistical sample using a Three-stage cluster sampling method. The instrumental tool for the data collection included three questionnaires of Focusing and Optimizing Instructional time (Stronge, 2018), Educational performance questionnaire (Pham & Taylor, 1999), and academic satisfaction questionnaire (Diener & etal, 1985). Pearson correlation coefficients and path analysis model were used to analyze the data. The results showed that Focusing on Instruction (p < 0.01, β = 0.457) and Optimizing Instructional time (p < 0.01, β = 0.241) have a positive effect on the Educational performance of teachers in the classroom. The results showed that students' academic satisfaction has a mediating role in the effect of Focusing on Instruction (p<0.01, β=0.137) and Optimizing Instructional time (p<0.01, β=0.143) on Educational performance. Therefore, teachers can maximize the amount of Instruction and learning by focusing and optimizing the Instruction time, so as to increase the success rate and academic satisfaction of the students in the classes.
   Optimizing teaching time and focusing on teaching in the classroom as one of the key elements of educational planning has a special place and importance in improving the quality academic performance and academic satisfaction of students because focusing on teaching, planning The teacher directs the behavior of the class and the optimization of teaching time leads to the development of an integrated curriculum by the teacher and avoids the teacher from overemphasizing one content area at the expense of neglecting other areas.
 The aim of the current research is to investigate the role of focus on education and optimization of teacher training time in the classroom on academic performance with the mediation of academic satisfaction. For this purpose, the current research seeks to answer the following question: 1. Does academic satisfaction of students play a mediating role in the effect of focusing on education and optimizing education time on academic performance?
According to the purpose of this research, it is an applied research, and in terms of its implementation, it is a descriptive-survey research of the correlation type. The statistical population includes all teachers (765 people) and students (10,463 people) of the second secondary school in Babol city, using a three-stage cluster sampling method, 50 teachers and 336 students Students were selected as samples. First, 8 schools (4 girls' and 4 boys' schools) were randomly selected from the second secondary schools of Babol city, then 4 classes were randomly selected from each school. Then 12 students were randomly selected from each class.
Based on the obtained results, focusing on training and optimizing teachers' training time in the classroom has an effect on academic performance, so it can be said that the research hypothesis has been confirmed and the conclusion is that focusing on teacher training and optimizing training time in The class has a positive effect on students' academic performance (β=0.457, p<0.01; β=0.241, p<0.01). Also, the results showed that students' academic satisfaction is influenced by focus on education and optimal Teaching time has a mediating role on academic performance. Therefore, it can be said that the hypothesis of the research has been confirmed and it can be concluded that students' academic satisfaction is influenced by focus on education (p < 0.01, β = 0.137) and optimal Teaching time (p < 0.01, β = 0.143) has a mediating role on academic performance.
The results of the current research are in line with the research findings (Curby, et al., 2013; CoSpear-Swerling & Zibulsky, 2014; Lee, 2011; Gettinger & Walter, 2012) who showed in their research that effective teachers of cohesion and organization in classes They consider their lessons important and consider the student's attention spans when designing lessons; Effective teachers strengthen their focus on teaching by devoting time to teaching and the learning process and by having expectations for student learning, and the quality of teaching is directly related to student learning; And it is also in line with the research findings (Brophy, 2011; Gettinger & Walter, 2012;) which showed that effective teachers take help from the management to minimize the external disturbing factors in order to preserve the teaching time and increase the time spent on learning. be
In the analysis of the results of this research, the results of Taylor et al (2009); Stronge (2018) and Stronge, Ward, & Grant (2011) confirm it, it can be said that teachers can maximize the amount of teaching and learning by careful and thoughtful use of time. Also, whenever the training time is maximized (training time optimization), the student's success rate in classes will increase. Consequently, one of the characteristics seen in the classrooms of effective teachers is the prioritization of instruction, a process that is accomplished in part through time allocation.
Also, in the analysis of these results such as the research results of Stronge & Xu, 2015); Baumert et al., 2010); Estes, Mintz & Gunter 2010; Cangelosi, 2014; Rivkin & Schiman, 2015; Gettinger & Walter, 2012 and (Kane et al, 2011) it can be said that effective teachers use various techniques and strategies such as (maintaining regular procedures and routines, managing and performing executive tasks quickly and In an effective way, preparing the content and materials in advance, the logical sequence of the learning process by establishing new knowledge based on previous knowledge, adjusting the time and speed of teaching the content area according to the performance and growth of the student, doing tasks and planning. with colleagues in a collaborative way in order to promote the coherence of learning in students, limiting interruptions in lessons through the use of appropriate behavior management techniques, and allocating class time in a logical and defensible manner for teaching each lesson and between teaching lessons) In addition, they provide a framework to not only maximize instructional time but also maximize student opportunities for each assignment.
In the analysis of the results of this research, which is confirmed by the results of Park, & Park (2011) and Landrum (2020), it can be said that students who express a positive opinion about their academic capacity and ability, complete their educational assignments better and as a result, get better grades in the courses. Therefore, academic satisfaction has a key role in the education process and can be influential in the growth and development of the educational system in any society. Also, it can be claimed that academic satisfaction expresses the status of the educational system, and on the other hand, the academic satisfaction component has a facilitating role in the learning process and can help a person to have a desirable life in the future. to help (Park, & Park, 2011).
    According to the findings of this research as well as the research conducted in other countries, based on the positive effect of focusing on education and optimizing the education time on academic satisfaction and academic performance, it is suggested that in the ready time The training of teachers in Farhangian University and in-service courses, the necessary strategies and skills to focus on teaching and optimizing the teaching time by the teacher in the classroom should be addressed. It is also suggested to the teachers to maximize the teaching time by organizing the classroom in order to influence the academic performance and academic satisfaction of the students.