جستجوی مقالات مرتبط با کلیدواژه "اشتیاق تحصیلی" در نشریات گروه "پزشکی"

Considering the special characteristics of students with intellectual disabilities, these people need special solutions in the field of education due to their mental and physical limitations. One of the most critical factors impacting the academic satisfaction and academic enthusiasm of students with intellectual disabilities is the use of educational strategies. In recent years, various methods have been used to strengthen academic satisfaction and enthusiasm, and one of the most effective methods is cognitive scaffolding, derived from Vygotsky's theory. In recent years, various strategies have been employed to enhance the academic satisfaction and academic motivation of students with special needs, with one of the most impactful being the scaffolding approach derived from Vygotsky's zone of proximal development theory. Therefore, the present study aims to investigate the effect of educational scaffolding strategy on the academic satisfaction and enthusiasm of fourth–grade elementary school male students with intellectual disabilities in the Experimental Science course.

The present research method was quasi–experimental with a pretest–posttest design and a control group. We used the cognitive scaffolding strategy for the experimental group and the conventional method for the test group to teach the Science course. The statistical population of this research comprised all students with intellectual disabilities in the fourth grade of elementary school in Lorestan Province, Iran. Due to the limitation in the size of the statistical population, 24 eligible volunteer students of Mehr Ik School of Al–Shatar were included in the study and randomly divided into experimental (12 students) and control groups (12 students). The sample size was chosen because the number of students with intellectual disabilities in the fourth grade in this school was 24. The data collection tool included the Academic Enthusiasm Questionnaire (Fredericks et al., 2004) and the Academic Satisfaction Questionnaire (Lent et al., 2007). The experimental group was trained for nine 45–minute sessions with the educational strategy of scaffolding in the fourth–grade Experimental Science course. Descriptive statistics (central and dispersion indices) and inferential statistics (covariance analysis) were used to analyze the obtained data in SPSS. The significance level of the tests was set at 0.05.

Univariate covariance analysis showed that cognitive scaffolding strategy training effectively improved academic satisfaction and academic enthusiasm of students with intellectual disabilities (p<0.001). The adjusted average of the experimental group in variable academic satisfaction was 19.23, and the adjusted average of the control group was 16.02. The average score of the experimental group was higher than the control group. The adjusted average of the experimental group in the variable of academic enthusiasm was 44.98, and the adjusted average of the control group was 36.10. The average score of the experimental group was higher than the control group.

Based on the research findings, the educational strategy of cognitive scaffolding in Experimental Science effectively increases students' academic satisfaction and enthusiasm with intellectual disabilities. So, it can be used as a new method by special education teachers in special schools for students with intellectual disabilities.

Academic enthusiasm is one of the factors affecting the academic success of students, which can be influenced by various factors. The present study was conducted with the aim of determining the mediating role of academic motivation between self-efficacy and academic enthusiasm in high school students.

The present study was descriptive-correlational. The statistical population of the research included all students of the second year of high school in Kohrang city in 2022. In this study, 384 male and female students participated by multi-stage cluster random sampling method. Data collection instruments include demographic questionnaire, "Academic Motivation Scale", "Morgan-Jinks Student Efficacy Scale" and "Academic Enthusiasm Scale". The validity of the instruments was calculated by qualitative method and reliability by internal consistency method by calculating Cronbach's alpha coefficient. Data analysis was done in SPSS .24 and Amos. 24..

The proposed model had good fit (CMIN/DF=2.63, CFI=0.96, RMSEA=0.06).In addition, academic self-efficacy has a direct and significant positive correlation with academic enthusiasm (β=0.29), intrinsic motivation (β=0.48) and extrinsic motivation (β=0.37) and with demotivation (β=0.32) has a direct and significant negative correlation. The results showed that academic motivation (β=0.19) has a direct and significant negative correlation with academic enthusiasm and a positive and direct and significant (P<0.05) correlation with intrinsic motivation (β=0.17) and extrinsic motivation (β=0.17).The results of the bootstrap test showed that all 3 subscales of intrinsic motivation (β=0.17), extrinsic motivation (β=0.11) and academic demotivation (β=0.09) play a mediating role between self-efficacy and academic enthusiasm.

Self-efficacy has a positive and direct correlation with students' academic enthusiasm through the mediation of academic motivation. It is suggested that in order to increase students' academic enthusiasm, attention should be paid to educational and therapeutic programs with the aim of improving students' self-efficacy and academic motivation.

Nursing students are one of the potential forces ensure community health promotion and Hence the detection of predictive variables Creativity and enthusiasm are very important in their education. Accordingly, the purpose of this study was to investigate the relationship between emotional self-awareness and environmental support with creativity excitement and academic enthusiasm were among nursing students.

The study was designing as Canonical Correlatiois. Society statistical population included all nursing students of Ahvaz Islamic Azad University and samples The research consisted of 145 people who were  randomly sample selected were selected. Grant and emotional self-awareness questionnaires were used to collect data Associates (2002), Environmental Protection Lent et al. (2005), April Emotional Creativity And Thomas Knolls (1991) and the academic enthusiasm of Frederic et al. (2004) Became For data analysis, Pearson correlation and Canonical Correlatiois used.

The results showed that between emotional self-awareness and support an environment (first set) with emotional creativity and academic eagerness (second set) in nursing students has a meaningful relationship and the amount of Canonical Correlation (r=0/684). Also the strongest relationship is between the emotional self-awareness of the variables independent (b=0/912) and emotional creativity of the variables dependent (b=0/980).

In general, it is possible to teach emotional self-awareness techniques and create a suitable and supportive educational and family environment. It helped to foster emotional creativity and increase the academic enthusiasm of nursing students and in this way, he made a significant change in the health and treatment system of the society.

The aim of this study was to investigate the Mediating Role of Academic Burnout in the Relationship between Academic Engagement and Perfectionism with Academic Procrastination.

The present study is a descriptive correlational study. The statistical population of this study was all Secondary high school students of Gachsaran city in the academic year 2020-2021, from which 240 students were selected using cluster sampling. Data were collected using the Perfectionism Questionnaire of Hill et al. (2004), the Fredricks, Blumfeld & Paris (2004) School engagement Scale, the Breso et al (1997) school burnout inventory and Solomon & Rothbhum Academic Procrastination Scale (1984). The data of this study were analyzed using Pearson correlation coefficient and path analysis in SPSS22 and Amos23 software.

The results showed that perfectionism direct, indirect and total effect on academic procrastination is a positive and significant. On the other hand, despite the lack of significant direct effect on academic procrastination, academic engagement indirect and total affects on academic procrastination is negative and significant. In addition, academic burnout has a positive and significant effect on academic procrastination.

According to the results of the present study, it can be concluded that academic burnout plays a complete mediating role in the relationship between the variables of academic engagement and perfectionism with academic procrastination and the research model has a good fit.

Academic success in kids is significantly influenced by two crucial factors: academic engagement and the acquisition of social skills. Hence, the primary objective of this research endeavor was to assess the efficacy of positive thinking training in enhancing academic engagement and fostering social skills among elementary students.

The present study employed a quasi-experimental design, specifically a pre-test and post-test design, with the inclusion of a control group. The statistical population comprised all sixth-grade students enrolled in primary schools within the city of Baharistan during the academic year 2018-2019. A total of 30 students were selected via cluster sampling and subsequently divided into two groups, namely the experimental group and the control group, each consisting of 15 individuals. The study utilized research instruments such as the Social Skills questionnaire (Karamti, 2016) and Academic Engagement questionnaire (Fredericks et al., 2004). These questionnaires were provided to both the control and experimental groups before and after undergoing positive thinking skills training. The experimental group participants underwent a series of 14 sessions, each lasting 60 minutes, during which they received positive thinking training. In contrast, the control group did not get any form of training. The data analysis was conducted using SPSS version 22 software, employing a multivariate analysis of covariance test with a significance level of α=0.05.

The findings indicate a statistically significant difference in the mean scores of social skills and academic engagement between the experimental and control groups during the post-test phase. Specifically, the experimental group exhibited higher levels of social skills and academic engagement compared to the control group (P<0.01).

According to the findings of this study, the implementation of positive thinking skills in education facilitates enhanced self-awareness and curiosity among students. This approach also promotes the recognition and appreciation of positive experiences, leading to improved adaptive abilities and academic motivation.

 This research was conducted with the aim of investigating the effectiveness of cognitive therapy based on mindfulness on students' academic enthusiasm.

 It was a semi-experimental research with a pre-test, post-test design with two experimental and control groups. All students studying in the second secondary level (10th grade of humanities) in the academic year of 1401-402 in the city of Zabul formed the statistical population of this study, which was selected by the available sampling method, 40 students were selected and divided into two groups. 20 test subjects and 20 control subjects were assigned. Data collection was done with Fredriksen et al.'s (2004) academic enthusiasm questionnaire. The experimental group received the cognitive therapy program based on mindfulness during 8 2-hour sessions (1 day per week), but no intervention was done for the subjects of the control group. The data were analyzed by descriptive statistics and covariance analysis (univariate and multivariate) with SPSS-v26 statistical software.

 The findings showed that there is a significant difference between the experimental and control groups in terms of academic enthusiasm, and after the implementation of the cognitive therapy program based on mindfulness, academic enthusiasm has improved. According to the research findings, it seems that cognitive therapy based on mindfulness can be beneficial in improving students' academic enthusiasm.

Passion generally refers to the stimuli that shape a certain pattern of behavior. It can affects all aspects of a person’s life, including education and academic success. The present study aims to assess the predictability of school engagement based on communication skills, self-restraint, perceived parenting style, and sensory processing.

This is a descriptive-analytical study using the structural equation modeling (SEM).The study population consists of all secondary school students in Tehran (district 6). Sampling was done using purposive and convenience sampling methods. Using Cochran’s formula, the minimum sample size was obtained 385. Data collection tools were Baumrind’s parenting styles questionnaire, communication skills test-revised (CSTR), self-restraint scale, adolescent/adult sensory profile, and School Engagement Measure. To evaluate the SEM model, the significance level and path coefficients were investigated using the bootstrap method (re-sampling and sequential) and student’s t-test. 

Of 385 participants, 199 were girls (51.7%) and 186 were boys (48.3%), mostly aged 16 years (47.8%). Their mean age was 17.1±0.84 years. Results showed that the coefficient of determination (R2), Stone-Geisser’s Q2, and path coefficients were positive in all variables. The R2 value was 0.71, indicating that the independent variables together could predict 71% of school engagement.

Communication skills, self-restraint, perceived parenting style, and sensory processing are predictors of school engagement in students. Among these variables, communication skills have the highest effect.

Background &

Academic enthusiasm is one of the most important components that is defined as the psychological capital of students and their direct effort to learn and acquire skills and the desire to improve the level of success. According to researchers, academic motivation includes three dimensions: behavioral, emotional and cognitive. According to researchers, parents, as the first and most important factor in the socialization of the child, is the most favorable place for the growth and intellectual and physical excellence of children. In the meantime, children's perception of parenting and their upbringing methods as a personal resource can be one of the factors that directly and significantly affect academic achievement. Also, the results of some studies indicated that the authoritative style and quality of communication with the father had a positive and significant effect on academic motivation and the relaxed style of mothers had a negative and significant effect on academic motivation. Another factor that explains the academic motivation of students that is related to the family is the socio-economic status of the family. The results indicate that there is a direct relationship between parents 'economic status and children's academic achievement and the socio-economic status predicts students' academic success. Other factors affecting academic motivation include the goals of achievement in students. According to the theory of achievement goals, students according to the goals they adopt widely in Educational activities are involved. Therefore, according to what has been said and considering the importance of students' academic success, which is always one of the most important issues in education, as well as the need to pay attention to academic motivation as a key factor in academic success, the purpose of this study is to answer The question is whether academic motivation can be explained by the perception of parenting styles, the socioeconomic status of the family mediated by development goals? Does the designed model fit well?

The present study is a quantitative research in terms of measurement, fundamental purpose in terms of research and causal research in terms of non-experimental method, ie structural equations. The statistical population of the present study consisted of female high school students in theoretical disciplines (literature and humanities, experimental sciences, mathematics and physics) studying in high schools in Tehran in the academic year 1398-1397. Since in this study, the community is unknown and very large; Therefore, the sample size was 385 people. Also in this study, due to the large statistical population of students, stepwise cluster sampling method was used. Thus, at first, among the geographical areas of Tehran, five areas (north, south, east, west, center) were randomly selected and then from among the selected areas, girls' secondary schools were randomly selected. Also among the classes; A class in the experimental, mathematical, and humanities disciplines was randomly selected. A researcher-made questionnaire based on the family socio-economic status was distributed and collected among the sample. Finally, descriptive statistics, Kalmogorov-Smirnov test and Pearson correlation coefficient tests and structural equation modeling were used for inferential analysis of data.

The results showed that the perception of parents' educational styles has a significant effect on academic motivation. Socio-economic status also has a significant effect on academic motivation. On the other hand, it was found that achievement goals have a significant effect on academic motivation. Another finding showed that the observed effect is significant. Finally, it was found that the intensity of the effect of achievement goals on academic achievement is significant. The results presented in Table 2 also showed that the perception of parents' educational styles mediated by achievement goals has a significant effect on academic achievement. Also, socio-economic status has a significant effect on academic achievement by mediating achievement goals. Therefore, it can be concluded that the perception of parents' educational styles and socio-economic status of the family has an effect on academic achievement through the mediation of achievement goals.

The results showed that the perception of parents' educational styles has a significant effect on the overall score of academic motivation and its components (emotional, cognitive and behavioral). Explaining this finding, it can be said that when parents consider factors such as warmth, intimacy, autonomy and independence in raising their children, they encourage their children in verbal relationships and prevent them from being pragmatic and behavioral, These parents also give the necessary reasons when they forbid the child from something or expect from him. In contrast, parents who are careless in their upbringing and careless about their children cause their children to experience the highest levels of anxiety. Another finding showed that socio-economic status has a significant effect on the overall score of academic motivation and its components (emotional, cognitive and behavioral). Explaining this finding, it can be said that environmental deprivation and lack of stimuli for mental and social development are important factors in the educational decline of children and adolescents. This is because a significant percentage of students who seriously suffer from academic failure are often people who live in families with extremely low socioeconomic status and are strongly exposed to economic and cultural poverty, which is why It severely reduces their academic motivation. Another finding showed that achievement goals have a significant effect on the overall score of academic motivation and its components (emotional, cognitive and behavioral). Explaining this finding, it can be said that people who have an inner motivation for progress, when they are in challenging situations, use all their strength and knowledge to overcome this situation. Students with attentive goals see challenging situations as opportunities to learn; Therefore, it is logical that there is a significant relationship between attentional goals and academic motivation. The results of the study showed that the socio-economic status of mediating achievement goals has a significant effect on the total score of academic motivation and its components (cognitive, emotional and behavioral). Explaining this finding, it can be said that the low socio-economic status of some students is not the cause of lack of motivation and poor academic performance, but the factors that are usually associated with low socio-economic status, on their motivation and academic performance.

It is necessary to identify the antecedents and influencing factors on students' capacity to deal with academic challenges and obstacles that cause academic engagement. Therefore, the purpose of this study was to investigate the role of cognitive assessment and epistemological curiosity in predicting academic engagement in students.

The current research was descriptive of the correlation type. The studied population included all female students of the second year of high school in two districts of Baharestan in the academic year of 2021-2022. Based on the table of krejcie & Morgan (1971), 320 students were selected to volunteer to participate in the research. And they responded to the questionnaire of Pintric & De Groot (1990) cognitive assessment questionnaire, Litman et al.'s epistemological curiosity (2010) and Fredericks et al.'s (2004) academic engagement questionnaire. For data analysis, Pearson correlation and multiple regression tests were used with SPSS version 24 software.

The results showed that the correlation between cognitive assessment (r=0.666) and epistemological curiosity (r=0.535) with academic enthusiasm was positive and significant (p<0.01).

Familiarity with the role of cognitive assessment and epistemological curiosity and the effect and relationship of these variables on academic enthusiasm is essential in educational planning.

Medical education has an effective role in people's health, One of these factors is the desire to study. Therefore, this study was conducted with the aim of determining the state of academic enthusiasm, and its relationship with self-regulated learning strategies and academic excitement in medical students of Zanjan.

The research method was a correlational research based on the structural equation modeling method, and the statistical population included all medical students of Zanjan University of Medical Sciences in the academic year of 2017-2018, whose number was 212. Because the number of the sample population was limited, the sampling method was done as a whole. The research tools included questionnaires: personal information, Fredericks et al.'s academic enthusiasm, Pintrich de Groot's self-regulation (MSLQ, 1990) and Pakran's academic excitement (AEQ, 2005). The results of this study were analyzed using SPSS 16 statistical software.

The overall score of academic enthusiasm in the participants of our study was (43.2) and it is acceptable according to Fredericks questionnaire. There is an inverse relationship between academic enthusiasm score and academic excitement (-0.447) and a positive correlation (0.083) between self-regulation strategies.

The results of this research showed that according to the results of the negative effect of academic excitement and the positive effect of self-regulation strategies on academic enthusiasm, it is better for curriculum planners of medical sciences universities to consider it. 

The health and psycho-social and academic vitality of students have a great impact on their future progress. Therefore, the present research was conducted with the aim of modeling academic engagement based on academic identity with the mediating role of academic wellbeing of students.

In terms of purpose, the present study is applied, and in terms of the method of data collection, it is a structural equation correlation. The population consisted of all female students enrolled in the second year of high school in the city of Isfahan during the 2014-2015 academic year. From this population, 501 individuals were selected using the staged cluster sampling method. The scale of School Engagement (Wang et al., 2011), the Educational Identity Questionnaire (Was and Isaacson, 2008), and the Academic Well-Being Questionnaire were used to collect data (Tuominen-Soini et al., 2012). The research data were analyzed using structural equation modeling method and by using SPSS26 and AMOS24 software.

The results demonstrated that the proposed model fits the data well. According to the findings, successful and early academic identity were positive predictors of interest in school, whereas late and confused academic identity were negative predictors (P<0.01). Additionally, academic well-being had a significant and positive relationship with school engagement (p<0.01). The mediating role of academic well-being in the relationship between academic identity and interest in school was also confirmed (P<0.01).

Based on the findings of this study, it can be concluded that academic well-being mediates the relationship between school engagement and academic identity among second-year high school students, and that by enhancing identity styles, it was possible to increase their interest in school. Increasing academic well-being, on the other hand, can result in a strengthening of this relationship.

The covid-19 pandemic caused many changes in the educational methods of the country's universities, and many educational institutions created and launched virtual classes or developed their traditional systems. The present study was conducted with the aim of comparing the satisfaction of virtual education and its relationship with academic enthusiasm in the students of the Azad University of Rasht during this pandemic.
The present study was a cross-sectional descriptive study in which 425 students were in two medical and non-medical sciences groups by stratified random sampling and completed a self-report questionnaire on satisfaction with virtual education and Fredericks' academic enthusiasm. The data were analyzed using SPSS software, an independent t-test, one-way variance, and Pearson's correlation.
The average score obtained from the satisfaction scale was 78.70±22.89 and academic enthusiasm was 51.12±11.58. The least satisfaction was found in the medical sciences group and also their academic enthusiasm was reported to be lower than others. The level of satisfaction with the virtual education method was higher among non-native and graduate students than among other students. Also, a statistically significant correlation was observed between the satisfaction score and the academic enthusiasm of students (p=0.004).
Considering the importance of academic enthusiasm, especially in the fields of medical sciences, which work by saving people's lives, there is a need to empower and train the skills of using virtual education to increase the satisfaction and proper communication between professors and students to improve the situation of creating caused by the epidemic.

Academic enthusiasm is one of the important indicators of academic quality. The recognition of teachable factors associated with that in medical sciences is of high importance due to their strong link with clinical practice and ensuring community health, therefore the purpose of this study was to investigate the relationship between learning strategies and academic enthusiasm with regard to the mediating role of goal orientation among students of Shiraz University of Medical Sciences.

The purpose of this research was applied and in terms of collecting data, a descriptive correlation was used. The statistical population consisted of students of the Nursing and Midwifery, Shiraz University of Medical Sciences in the 1396-1397 academic year. The Sampling method was stratified random. Using Morgan table, the sample size was 260 people. For data collection, the Pintrich and Digroot Learning Strategies Questionnaire (1990), Buffard et al.chr('39')s Goal Orientation Questionnaire (1998), and Fredericks & Blumenfeld Academic Enthusiasm Questionnaire (2004) were used. In this study Cronbachchr('39')s alpha coefficient was used to ensure the reliability of the subscales.

The results showed that the fit of academic enthusiasm model in the present study is at a relatively desirable level. In this study, the components of learning strategies (cognitive and metacognitive strategies-resource management) have an indirect and significant effect on academic enthusiasm through mediation goal orientation (mastery, performance and avoidance of failure). Among the components of goal orientation, mastery goals showed the most direct effect on academic enthusiasm and among the dimensions of learning strategies, cognitive strategy has the most indirect effect on academic enthusiasm

Learning strategies with goal orientation mediation are important factors in improving and increasing studentschr('39') academic eagerness. Therefore, it is recommended to pay attention to the factors of learning strategies and goal orientation in order to push and increase studentschr('39') academic eagerness.

 Academic enthusiasm as a main priority is focal point of the trustees of the higher education and it faces important challenges such as decline, burnout and lack of academic progress, tendency to deviant behaviors and the risk of dropping out. Therefore, this study endeavors to investigate the status of desire to study in medical assistants in Isfahan University of Medical Sciences.

 This descriptive-analytical study was carried out through a standard questionnaire. Qualitative data were described and analyzed using distribution and frequency percentage, and quantitative data were described and analyzed using mean and standard deviation.

 The average score of the total desire to study was 178.48±38.22. The mean and standard deviation of the total desire to study score was 171.21±40.65 for male Assistants and 186.1734.38 for female assistants. The average score of the desire to study in students under 30 years old was 183.92±38.65, in the age group of 30 to 40 years it was 168.8±38.21, and in the age group of 40 years and above it was 197.7±28.75.

 Academic enthusiasm as a new approach can affect various aspects of education, continuing education, providing services, especially in the field of medicine.

It is necessary to identify the antecedents and influencing factors on students' capacity to deal with academic challenges and obstacles that cause academic engagement. Therefore, the purpose of this study was to investigate the role of cognitive assessment and epistemological curiosity in predicting academic engagement in students. 

The current research was descriptive of the correlation type. The studied population included all female students of the second year of high school in two districts of Baharestan in the academic year of 2021-2022. Based on the table of krejcie & Morgan (1971), 320 students were selected to volunteer to participate in the research. And they responded to the questionnaire of Pintric &De Groot (1990) cognitive assessment questionnaire, Litman et al.'s epistemological curiosity (2010) and Fredericks et al.'s (2004) academic engagement questionnaire. For data analysis, Pearson correlation and multiple regression tests were used with SPSS version 24 software.

The results showed that the correlation between cognitive assessment (r=0.666) and epistemological curiosity (r=0.535) with academic enthusiasm was positive and significant (p<0.01). 

Familiarity with the role of cognitive assessment and epistemological curiosity and the effect and relationship of these variables on academic enthusiasm is essential in educational planning

Public health, occupational health and environmental health are among the effective therapeutic fields in improving the health of the society; and paying attention to the quality of students' learning by increasing their enthusiasm and interest in studying in these fields is particularly important. Based on this, the present research was conducted with the aim of investigating the relationship between academic enthusiasm and academic satisfaction of Gonabad Faculty of Health and Medical Sciences students.

Public health, occupational health and environmental health are among the effective therapeutic fields in improving the health of the society; and paying attention to the quality of students' learning by increasing their enthusiasm and interest in studying in these fields is particularly important. Based on this, the present research was conducted with the aim of investigating the relationship between academic enthusiasm and academic satisfaction of Gonabad Faculty of Health and Medical Sciences students.

The findings of the research showed that the average academic satisfaction score of environmental health students was 48.31±9.44, professional health was 53.88±7.80, and public health was 52±11.98. There is a significant relationship between the variables of academic enthusiasm (emotional and cognitive) and academic satisfaction (P-Value>0.01). Also, there is a significant difference between the levels of academic satisfaction of students according to the field of study

This study showed that academic enthusiasm is a significant predictor of academic satisfaction, so it is suggested that courses and training workshops be organized to strengthen academic satisfaction and academic enthusiasm of health faculty students.

Introduction and The aim of this study was to compare the effectiveness of self-regulatory education and problem solving skills training on academic engagement and academic resilience of 10th grade male students in Ahvaz. The method of the present study was quasi-experimental with a pretest-posttest design and follow-up with a control group. Using multi-stage cluster sampling method, after random selection of a number of schools from all boys' secondary schools in Ahvaz, 60 tenth grade students were divided into 3 groups (including two intervention groups and a control group). Before the training classes, all three groups (including two intervention groups and a control group) were evaluated with the academic engagement questionnaire (Scheffley et al, 2002) and academic resilience Questionnaire (Martin and Marsh, 2009). Zimmerman (2000) self-regulatory skills and the second experimental group of Dezorilla and Goldfried (1971) problem solving skills training program were presented in 9 sessions. The data from the study were analyzed through repeated measurement ANOVA. The results showed that self-regulation training and problem-solving skills training had an effect on students' academic engagement and academic resilience. The results of post hoc test also showed that self-regulatory training had a greater impact on academic resilience. However, there was no significant difference between educational interventions in the variable of academic engagement. Based on the findings of this study, it can be concluded that self-regulation training and problem solving skills are appropriate intervention methods to increase students' academic engagement and academic resilience.

The purpose of this study is to explain academic motivation based on socio-economic status mediated by achievement goals. The present study is a correlational type of structural equation modeling. The statistical population of this study includes all of the high school female students in Tehran in 2018-19 academic year. The statistical sample of the study included 385 students who were selected based on a randomized multi stage clustering method. Research data were collected using Pintrich (1991), Elliott and McGregor (2001) and the researcher-made questionnaire of the family socioeconomic base; And analyzed by Smart PLS 2.0 and SPSS 22 software. Findings from the study showed that socio-economic status and development goals were able to directly explain academic motivation; The results also showed that socio-economic status has a significant effect on academic achievement through the mediation of achievement goals. The findings of the present study indicate that academic enthusiasm is affected by the simultaneous and synergistic effect of different structures such as family-environmental structures (socio-economic base) and cognitive structures (development goals).

The aim of this study was to compare the effectiveness of mindfulness and acceptance and commitment education on academic achievement of female students during the Covid 19 epidemic.

The research method was quasi-experimental with pretest-posttest design with control group and follow-up period. The research sample consisted of 45 people (mindfulness experimental group: 15 people, acceptance and commitment experimental group: 15 people and control group: 15 people) who were among all female high school students in education and upbringing areas 1 And 2 cities of Sari in the academic year 1399-00 were selected by multi-stage cluster random sampling method and completely randomly (lottery). Measurement tools in pre-test, post-test and follow-up were the standard questionnaire of academic enthusiasm of Shuffle et al. (2002). For the experimental groups, mindfulness training and acceptance-based training and Internet-based commitment were performed in 8 sessions using Link Team software. During this period, the subjects of the control group received no intervention. They did not.

At 95% confidence level (α = 0.05), the results of analysis of variance in repeated measures showed that during the Covid 19 epidemic, mindfulness training and training based on acceptance and commitment of the Internet ‌ Axis has a significant effect on students' academic achievement. the effectiveness of acceptance-based education on academic achievement was greater than mindfulness education.

In order to improve the academic motivation of students in the Covid-19 era, mindfulness training and acceptance and commitment training can be used. However, the use of mindfulness training is recommended.

students are the basic element of the educational system. The construct of academic enthusiasm refers to behaviors related to learning and academic achievement. Student enthusiasm occurs when students make a psychological investment in learning. One of the variables that affects the academic and educational enthusiasm of students is psychological hardiness. Psychological hardiness is a type of personality that consists of a set of psychological traits. Psychological hardiness is used for people who are more resistant to stress and less prone to disease than others. There are various strategies to improve students' psychological hardiness and academic enthusiasm, one of which is acceptance and commitment therapy (ACT). The present study was conducted to investigate the effectiveness of ACT education on psychological hardiness and academic enthusiasm in high school students.

The research method was quasi–experimental with a pretest–posttest and follow–up design with a control group. The study population included all high school senior students in regions 1 and 2, Sari City, Iran. Among them, 30 students with lower scores on the Psychological Hardiness Questionnaire (score less than 50) and the Academic Engagement Scale (score less than 42) were randomly assigned to the ACT and control groups. The inclusion criteria included being 15–16 years old, studying in the second level of high school in Sari education regions one and two in the academic year 2018–2019, and giving informed consent to the research. The exclusion criterion for the experimental group was the absence of more than two sessions in the training classes. Students were randomly divided into the ACT and the control groups (each group of 15 students). The Psychological Hardiness questionnaire (Kobasa, 1979) and Academic Engagement Scale (Schaufeli et al., 2002) were administered in the pretest, posttest, and follow–up in both groups. The experimental group underwent ACT training in eight 90–min sessions per week. To describe the data, we used centrality and dispersion indices such as mean and standard deviation. To analyze the data, we employed the analysis of variance with repeated measurements, Bonferroni's post hoc test and analysis of variance. The mentioned statistical analyzes were done using SPSS version 22 software. The significance level of the tests was considered 0.05.

The analysis of the variance of psychological hardiness and academic enthusiasm was significant for the time effect (p<0.001) and group effect (p<0.001). The scores of the psychological hardiness variable in the experimental group were higher in the posttest and follow–up stages compared to the pretest (p<0.001). The scores of this variable in the follow–up were also significantly different from the posttest (p=0.015). The variable scores of academic enthusiasm in the experimental group were higher in the posttest and follow–up stages than in the pretest (p<0.001). However, there was no significant difference between the two stages of posttest and follow–up in the scores of this variable (p=0.789).

Based on the findings of this study, ACT is effective in increasing psychological hardiness and academic enthusiasm in senior high school students. So, the findings of this research can be used to improve the psychological hardiness and academic enthusiasm in students.