جستجوی مقالات مرتبط با کلیدواژه « خودکارآمدی تحصیلی » در نشریات گروه « پزشکی »

One of the effective factors in the academic progress of students is academic self-efficacy, which in turn is governed by different factors. This research was aimed to investigate the relationship between health promoting components and academic self-efficacy among students in Ahvaz University of Medical Sciences.

The current study was carried out by field method in 2023. The statistical population consisted of 1790 students affiliated by Ahvaz University of Medical Sciences. Based on Morgan's table, the sample size was determined to be 317 people. Accordingly, three questionnaires (stress, nutrition, responsibility towards mental health and public health) were used. The Spearman's correlation and multiple linear regression tests were considered. Compliance with ethical considerations was considered in all stages of the study.

The results showed that the stress component (with the variable age group of 22 to 25 and 59% female gender) had the greatest effect on academic self-efficacy with a significant inverse correlation and a beta coefficient of 0.645. Three variables of nutrition (0.638), taking responsibility for mental health (0.564), and public health (0.615) showed a positive and significant correlation with academic self-efficacy. According to the results, health promoting components were able to significantly predict 58% of the variance of academic self-efficacy in students.

There is a significant and positive relationship between academic self-efficacy and health-enhancing components (stress, nutrition, public health and responsibility for mental health). It means that the presence of health-enhancing components in students advance their self-efficacy beliefs.

The Covid-19 epidemic has had many effects on the people's lives, especially medical students. However, little is known about the effects of this pandemic on medical students' learning, stress, and academic burnout. Therefore, the aim of present study was investigating the mediating role of self-efficacy in the relationship between the fear of Covid-19 contagion and the academic burnout of medical students.

Methods and Materials: 

The research population of this study was consisted of all students of Birjand University of Medical Sciences (N=4000) in the academic year of 2021-2022. The research sample was consisted of 436 students who were selected by available sampling method and completed the fear of contagion questionnaire, academic self-efficacy scale and Maslach burnout inventory–student survey. Data were analyzed using the structural equation modeling.

The findings showed that direct effect of fear of Covid-19 contagion on academic burnout was significant, but its effect on academic burnout was not significant. The direct effect of academic self-efficacy on academic burnout was significant. Also, indirect effect of fear of Covid-19 contagion with the mediation of academic self-efficacy on is significant.

The results suggest that academic self-efficacy can play an important role in increasing the effects fear of contagion epidemic diseases such as Covid-19 on academic burnout. The findings of this research can help to design or use of trainings based on self-efficacy during epidemic periods to reduce academic burnout of medical students.

Higher education is one of the most important subdivisions of the educational system. The most important goal is to provide the background for progress of the individuals and to train healthy, efficient and responsible human beings to play a role in individual and social life. The aim of this study was to determine the correlation between motivation and burnout with self-efficacy in students of Qom University of Medical Sciences.

This cross-sectional study was performed at 2016 on operating room and anesthesia students of Qom University of Medical Sciences. The study sample was 188 students who were selected by census method. Data collection tools included demographic information questionnaire, academic.burnout, academic motivation scale and self-efficacy questionnaire

The mean and standard deviation of students' scores in this study were 43.79   ±  15.86, (0-90) on the academic burnout scale, 179.64  ±  46. 07 (0-297) on the academic self-efficacy scale and 145.51 ± 20.61, (28-196) on the academic motivation scale. All subscales of academic motivation and self-efficacy were associated with academic burnout. Also, a significant relationship was found between students' gender and academic performance with academic burnout (P <0.05)

The results showed that the level of achievement motivation and self-efficacy are two negative predictors of academic burnout, which determine their extent and provide solutions to improve them through appropriate educational planning and holding workshops. Mental health, time management and can improve the educational status of learners in an educational system.

Students face many obstacles during their studies, which can lead to procrastination and overshadow their academic self-efficacy. The purpose of this study was to evaluate the effectiveness of cognitive and metacognitive learning strategies training on procrastination and academic self-efficacy of medical students.

The research method was Semi-experimental and pre-test-post-test with control group. To do this research, 40 students were randomly assigned to experimental and control groups. For data collection in pre-test and post-test, the Educational Procrastination Scale and Educational Self-Esteem Questionnaire were used. For the experimental group, the cognitive and metacognitive learning strategies training program was applied in a grouped manner for 10 sessions. Collected data were analyzed by SPSS-23 software using covariance analysis.

The findings showed that the research hypotheses based on cognitive and metacognitive learning strategies training on procrastination and academic self-efficacy of students of Mashhad University of Medical Sciences have been confirmed. Students in the experimental group have significantly less academic procrastination and more academic self-efficacy.

Therefore, it can be concluded that teaching cognitive and meta-cognitive learning strategies is effective on reducing academic procrastination and increasing academic self-efficacy in medical students.

The present study was conducted with the aim of investigating the effectiveness of teaching philosophy to children on the academic self-efficacy of fourth grade female students. The research method was semi-experimental with a pre-test-post-test design with a control group. The follow-up period was also implemented in two months. The statistical population included fourth grade female students who were studying in the city of Shahrekord in the academic year of 2020-2021. The sample in this research consisted of 60 female students of the fourth grade of elementary school who were selected by random cluster sampling and randomly assigned to experimental and control groups (30 students in the experimental group and 30 students in the control group). Then, the teacher of the students in the experimental group taught philosophy to children during an 8-hour workshop and performed it as a group for the students in 12 75-minute sessions during 12 weeks. The applied questionnaire in this study included Academic Self-Efficacy Questionnaire (Morgan- Jinks, 1999). The data from the study were analyzed through mixed ANOVA via SPSS23 software. The results showed that the teaching philosophy to children through teachers had an impact on the academic self-efficacy (P<0001; Eta=0.56; F=74.23) of fourth grade female students. Based on the findings of the research, it can be concluded that teaching philosophy by introducing students to cooperation and thinking skills, improving communication and social responsibility, developing critical thinking and discovering cognitive and perceptive abilities can be used as an efficient method to improve students' academic self-efficacy.

Self-efficacy and Believe in self can play an effective role in studentschr('39') academic achievement. The aim of this study was to predict academic self-efficacy based on the characteristics of dark personality and spiritual well-being.

A cross-sectional design was used for this study. This study was performed in the female student population in the dormitories of the Qazvin University of Medical Sciences in the academic year of 2017-18 (N=587). 300 people were selected random sampling method for inclusion in the study. To collect data, of  College Academic Self-Efficacy Scale, The Dark Triad Dirty Dozen and Spiritual Well-being Scale were used. Inferential analysis of data was done using Pearson correlation and Regression tests in SPSS-24 software.

The results showed that there was a significant and negative relationship between antisocial personality traits (r=-0.254, P<0.001) and Machiavelli (r=-0.138, P<0.05) with academic self-efficacy in students. However, there was no significant correlation between narcissistic personality trait and academic self-efficacy. Other results showed that academic self-efficacy had a positive and significant relationship with spiritual well-being (r=-0.291, P<0.001). The results of regression analysis showed that 0.14 of variance of academic self-efficacy can be explained based on spiritual well-being, dark personality trait and psychopathy personality trait (R2 =0.144, R=0.379, F= 24.96).

This study showed that Machiavellian and sociological traits with negative role and spiritual well-being have a positive effect on self-efficacy.

Higher education is one of the most important subcategories of the educational system. Its most important goal is to provide a context for the growth and training of healthy, efficient and responsible people to play a role in personal and social life. The present study has been done to determine the relationship between burnout education with self efficacy and academic motivation of  Dental students of Qom University of Medical Sciences.

This descriptive cross sectional study was conducted among dental students of Qom University of Medical Sciences in 2019. The study samples were 132 students who were selected by census method. The data collection tools included demographic information questionnaire, academic burnout, academic motivation scale and self-efficacy questionnaire. Data were analyzed using descriptive statistics (prevalence, percentage, mean) and single and multivariate logistic regression through Spss.

The mean and standard deviation of students' grades in this study were 38.47 ± 18.03 in the academic burnout scale, 164.11 ± 46.22 in the academic self-efficacy scale, and 141.50 ± 27.37 in the academic motivation scale. The results of the logistic regression analysis showed that, among the demographic variables and subscales, the most important factors affecting academic burnout are the academic year (CI = 1.47-88-36, OR = 11.40), residence status (OR= 1.17, CI=1.08-1.26), confidence in the ability to manage work, family, university (OR= 0.83, CI=0.70-0.98)and external motivation Is (OR= 1.07, CI=1.02-1.12). (P<0.05)

The variables of self-efficacy and academic motivation are the predictors of academic burnout among dental students, so that students with higher self-efficacy and external motivation are less likely to suffer from academic burnout.

Academic burnout has significant negative consequences for students. Accordingly, identifying inhibiting factors is of particular importance. The purpose of this research was to investigate the mediating role of academic grit in the relationship between the academic self-efficacy and academic burnout in medical students.

The study was descriptive with a correlational design. The population consisted of all students of Kashan University of Medical Sciences, Iran, in academic years 2022-2023 among which 391 students were selected through the use of multistage sampling. The data collection instruments included Questionnaires of Midgley academic self-efficacy, Bresso et al.'s academic burnout and general grit of Duckworth and Quinn. The data were analyzed using Pearson's correlation coefficient and Structural Equation Modeling.

The results revealed that academic self-efficacy directly predicts academic grit (p<0.01, ß=0.63) and the direct effect of academic self-efficacy on students' academic burnout is negative and significant. (p<0.01, β=0.31). Besides, academic self-efficacy could indirectly affect academic burnout through academic grit. (p<0.01, ß=0.29). This way, it can be inferred that academic grit plays a mediating role in the relationship between academic self-efficacy and academic burnout.

Strengthening students' academic self-efficacy can increase their academic stability and thus help to reduce their academic burnout. Therefore, it is suggested to pay attention to the improving of self-efficacy and academic grit in educational programs.

 One of the indicators influencing the academic success of students is their perception of academic self-efficacy. This study endeavored to investigate the effectiveness of Lent and Brown's social-cognitive therapy on the perception of academic self-efficacy and its sub-components among students at Isfahan University of Medical Sciences.

 The population for this semi-experimental study was all conditional students of Isfahan University of Medical Sciences, of which 60 students were selected by easy sampling method and were assigned to two experimental and control groups. The experimental group received Lent and Brown social cognitive counseling and the control group received current counseling from the University Counseling Center. The instrument was the students' academic self-efficacy questionnaire. Inferential tests used in this research included one-way analysis of variance, independent t test and analysis of covariance (ANCOVA)

 In the experimental group after the intervention, the average score of self-efficacy changed from 92.5±14.3 to 96.9±13.8 and from 94.7±8.9 to 95.5±0.9 in the control group. The change in self-efficacy score in the social intelligence group was 4.4 vs. 0.7 in the control group. The findings revealed that there was a significant difference between the experimental and control groups in the perception of academic self-efficacy as well as the two components of academic skill self-efficacy and academic performance self-efficacy. (p<0.05)

 According to the results of this study, it is suggested that counseling centers of medical sciences university’s use the effectiveness of Lent and Brown's social cognitive counseling method to counsel students with academic failure.

This research was conducted with the purpose of mediating the role of academic self-efficacy in the relationship between psychological capital and academic procrastination in academic students.

The cross-sectional research method is correlational. The statistical population of the present study included all secondary school students (boys and girls) in the 2nd and 4th districts of Tehran in the academic year 1401-1402, out of 23552 students, 400 were selected by multi-stage cluster sampling method. were selected In this research, the tools of academic procrastination (Solomon and Roth Bloom, 1984), psychological capital (McGee, 2011) and academic self-efficacy (Jinks and Morgan, 1999) were used. In order to analyze the data, SPSS-V23 and Lisrel-V8.8 software were used. Also, in order to respond to the research hypotheses, structural equation modeling was used.

The research findings showed that the model has a good fit. The results showed that psychological capital has a direct effect on academic procrastination in students. Also, the results showed that psychological capital has an indirect effect on academic procrastination in students (through the mediating role of academic self-efficacy).

According to the results, it can be stated that the more psychological capital and academic self-efficacy a person has, the less academic procrastination will be. Therefore, paying attention to the mentioned variables helps researchers and therapists in prevention and designing more suitable treatments.

The purpose of this study was to qualitatively analyze the implemented methods of academic evaluation as one of the challenging aspects of e-learning and to investigate its effect on academic self-efficacy of second grade elementary students.

The present study was performed with mixed method methodology and qualitative-quantitative approach. The statistical population in the qualitative section included second-year elementary teachers of Chaharmahal Bakhtiari State; In the quantitative phase, there were 458 second-year students in the elementary schools of Sureshjan city. The sampling method in the qualitative phase was purposive and the sample size with theoretical saturation was determined as 15. In the quantitative phase, cluster sampling method was applied and 210 people were selected. The data collection tool were semi-structured interviews and Scherer questionnaire. The themes were analyzed through step-by-step analysis of variance using SPSS 23 software.

The findings indicated that the methods of evaluation in electronic and traditional education were different from eight dimensions. The methods were implemented in two groups including: The process-oriented and the result-oriented. The highest average score of academic self-efficacy was obtained from the evaluation method based on participation and the lowest was obtained from the objective evaluation method.

Based on the findings, applying multiple assessment and process-oriented methods could best increase academic self-efficacy in the second-year elementary students.

In todaychr('39')s world, the field of teaching-learning is one of the cognitive, emotional activities. Also, considering the category of self-efficacy under cognitive-social theory, it is necessary to identify the factors affecting the academic self-efficacy of students. Therefore, the aim of this study was to investigate the relationship between learning styles and creativity with studentschr('39') academic self-efficacy.

The research method is descriptive-correlational and the research population includes all eighth grade students (second grade of first secondary school) in Neka city. The research instrument consisted of questionnaires of learning style, creativity and academic self-efficacy, whose reliability was confirmed by Cronbachchr('39')s alpha coefficient and validity was confirmed by experts.

Findings show that the mean of academic self-efficacy, creativity and learning style among students is higher than the hypothetical average of the Likert scale. Findings also indicate a significant relationship between four styles of convergent, divergent, absorbing and adaptive learning with academic self-efficacy. Other findings of the research can be a positive and significant relationship between creativity (r = 0.42) and its dimensions, ie; Fluidity (r = 0.20), expansion (r = 0.22), initiative (r = 0.23) and flexibility (r = 0.57) with academic self-efficacy.

Considering the positive and significant relationship between learning styles and creativity with studentschr('39') academic self-efficacy, as well as the importance of junior high school in adolescence and the existence of Thames International Study in eighth grade, it is suggested that educators improve and enhance self-efficacy. Students should set up a workshop and educate teachers and students about learning styles and attitudes toward creativity.

Learning disabilities affect many aspects of a person's life, including social skills, and most children with poor social skills are depressed and isolated. Therefore, this study aimed to develop a structural pattern of social skills of children with learning disabilities based on attachment styles with the mediating role of academic self-efficacy, behavioral problems, and executive functions.

The present study was an applied research in its objective and a survey-correlational study using structural equations in the method of gathering the data. A sample of 200 students with learning disabilities referred to Bujika Center for the Treatment of Learning Disabilities in Tehran in 2018-2019 was selected by convenience sampling. The Social Skills Rating System-Parents Version (Gresham & Elliott, 1990), the Kinship Center Attachment Questionnaire (Halpern & Kappenberg, 2006), the Academic Self-Efficacy Scale (Jinks & Morgan, 1999), the Children's Behavior Questionnaire (Rutter, 1967), and the Behavior Rating Inventory of Executive Functions (BRIEF; Gioia, Isquit, Guy, Kenworthy, 2000) were used to collect data. Research data were analyzed by structural equation modeling and mediation effect testing in the proposed model using the bootstrap method.

The proposed model was found to fit the data. Results indicated that anxious and avoidant attachment styles and academic self-efficacy predicted social skills negatively and positively, respectively (p<0.05). Furthermore, results showed that academic self-efficacy mediates the relationship between anxious and avoidant attachment styles and social skills. Moreover, the findings indicated that the secure attachment style was indirectly effective on children with learning disabilities social skills due to the mediating role of executive functions, and this was statistically significant (p<0.01).

According to the results of this study, academic self-efficacy, behavioral problems, and executive functions are mediators in the relationship between social skills and attachment styles in children with learning disabilities.

Academic life is one of the most critical periods of the students' life that affects one's effective and successful education and learning. The purpose of this study was to compare the effectiveness of participatory learning training and academic self-regulation training on academic self-efficacy and critical thinking among high school students in Ahvaz city.

This study was of quasi-experimental design with pretest, posttest, a control group and follow-up. Participants included 45 high school students in Ahwaz city in 2019-2020, selected by multi-stage cluster sampling method. Data were collected via the academic self-efficacy scale by Owen & Feraman and the standard questionnaire for critical thinking by Rajaei. Before the intervention, the pretest was performed for the three groups. After training the experimental groups, a posttest was performed, and after two months, a follow-up stage was performed to assess the stability of the training. Data were analyzed using SPSS software version 24.

In the participatory learning training group, the mean (SD) self-efficacy score increased from 74.6 (6.6) in the pretest to 78.5 (5.5) in the posttest (P<0.001) and to 74.8 (6.5) during the follow-up period. In the educational self-regulation training group, the mean (SD) score of self-efficacy increased from 69.6 (3.5) in the pretest to 78.8 (3.4) in the posttest (P<0.001) and 78.4 in the follow-up. In the control group, the mean (SD) score of self-efficacy ranged from 72.2 (3.3) in the pretest to 72.8 (3.6) in the posttest and 72.8 (3.5) in follow-up, which was no different. In the participatory learning training group, the mean (SD) score of critical thinking increased from 69.9 (5.3) in the pretest to 0.79 (5.8) in the posttest (P<0.001). In the educational self-regulatory training group, the mean (SD) score of critical thinking increased from 0.69 (4.5) in the pretest to 0.77 (4.5) in the posttest (P<0.001). In the control group, the mean (SD) score of self-efficacy increased from 69.4 (5.2) in the pretest to 69.1 (0.4) in the posttest and 69.8 (4.9) in the follow-up, which was no statistically significant.

The study showed that participatory learning and self-regulation education effectively improved academic self-efficacy and critical thinking among high school students in Ahvaz. Moreover, the effectiveness of self-regulatory education on increasing academic self-efficacy was more than the effectiveness of participatory learning training, but there was no significant difference between the effectiveness of the two interventions in critical thinking.

Background &

Education is an important part of every student's life and students are considered the most important pillar of the education system of any country as they have outstanding psychological needs. Meeting the psychological needs of students is one of the biggest challenges in education. In the past decades, belonging to educational fields has been of interest. Researchers emphasize the importance of a school environment that facilitates a sense of community and belonging among students. The sense of belonging to the school has several benefits for the psychosocial development of students. Belonging to the school is "the extent to which students are personally accepted, respected, included and supported by others in the social environment of the school". This feeling is related to student's well-being, and having a sense of belonging to school is positively related to student performance, achievement motivation, social-emotional functioning, classroom behavior, and academic success, and it is also negatively related to school dropout. Students who have a sense of belonging to the school have social adaptation and academic success and are more successful in achieving higher educational degrees; Therefore, having a sense of belonging to the school is understood as a prerequisite for the overall performance of the school, and the relationship between the student and the school is of great importance. The feeling of belonging to school is a factor in increasing students' academic self-efficacy. Students who have academic self-efficacy show different characteristics, the most obvious of which is the feeling of belonging to the school, which has many effects on the personal and academic aspects of students. Academic self-efficacy refers to personal beliefs about one's abilities to organize and implement academic courses to achieve set standards and academic performance. This construct is known as a key predictor of student's academic performance and is one of the main areas of learning. Improving academic self-efficacy beliefs in students can improve their academic motivation. One of the new methods that can be effective in improving academic self-efficacy is motivation for progress.This study compared the effectiveness of brainstorming and problem-solving teaching methods on academic self-efficacy, motivation to progress, and sense of belonging to a school in tenth-grade students of public schools in Arak city. This research was applied in terms of purpose and semi-experimental in terms of methodology with a pre-test and post-test design with a control group.

This research was conducted in three stages: pre-test, intervention, and post-test. In the pre-test stage, all the samples answered the standard research questionnaires. After selecting experiment groups 1 and 2, the brainstorming teaching method was used in group one and the problem-solving teaching method in group 2. The control group remained without intervention. In the post-test stage, the sample answered the research questionnaires again.

The statistical population of this research was all tenth-grade students of public schools in Arak city, of which 45 students were selected using the available method and were randomly divided into 2 training groups and 1 control group. Sample people in the pre-test stage to Mouton et al.'s school belonging questionnaires (1996); Jinks and Morgan's academic self-efficacy (1999); Achievement motivation Hermans (1980) answered. The brainstorming method test was performed on the first group, and on the second group, the problem-solving method protocol test was performed in 8 sessions. In the post-test stage, the sample answered the research questionnaires. The resulting data were analyzed using the covariance analysis method in SPSS24 software.

The present study was conducted to compare the effectiveness of brainstorming and problem-solving teaching methods on academic self-efficacy, progress motivation, and sense of belonging to the school in the tenth-grade students of public schools in Arak city. This research sought to answer the question that which of the teaching methods of brainstorming and problem-solving are more effective on academic self-efficacy, motivation to progress, and sense of belonging to the school of the student. The obtained results showed that the brainstorming method is the implementation of a group method to solve a problem, especially by presenting all the ideas of the students, because they freely express all the materials that come to their minds about the subject, and unconsciously and quickly from the findings and knowledge. They use their previous ones and present them to the class, so it can be effective in increasing the feeling of belonging to the school. Teaching students, with this method, increases the possibility of solving problems creatively, in this teaching method, they learn to facilitate the communication between solutions and ideas, new solutions that are proposed by their friends, and New ideas become familiar and they can use these ideas and solutions when necessary, for this reason, a sense of empathy is created between students, which is an example of a sense of belonging to the school. In this method, the class comes out of the state of stagnation and laziness, and in general, the classroom comes out of the state of being repetitive and brings diversity and relief from fatigue and happiness, this point can make the school and learning environment pleasant for students, and students are able Extra energy to be present in the classroom. It indicated the effect of both brainstorming and problem-solving teaching methods on academic self-efficacy, progress motivation, and sense of belonging to the school, and the comparison of effectiveness indicates the greater effect of brainstorming on the research variables. Therefore, teachers and educational planners can be advised to use this method in teaching students.

Academic burnout of the students is of critical important. Academic burnout reduces self-efficacy, academic performance and progress, students' commitment to educational activities, interest in continuing education, and low academic participation during and after education. So, this study was designed to investigate the relationship between academic burnout with self-efficacy and academic performance of thestudents of Shahrekord University of Medical Sciences.

In this descriptive-analytical study, 866 students were selected by a non-random quota sampling method among the students of medicine, nursing, psychiatry, operating room, and emergency medicine of Shahrekord University of Medical Sciences in the academic year of 2006-2007. Demographic-educational information questionnaire, Berso adjusted academic burnout questionnaire, students' academic self-efficacy questionnaire of Faraman, and academic performance measurement index of the students based on the total grade point average (GPA) of the previous semester were used to collect data. Data were analyzed using SPSS21 statistical software using descriptive and analytical statistical tests at a significance level of 5%.

Findings of this study show that the academic performance was (16.26±0.92), emotional fatigue was (16.12±6.38), apathy was (11.92±3.61), inefficiency was (21.99±3.68), and self-efficacy was (18.74± 5.21). Pearson correlation test showed that there was a relationship between academic burnout with self-efficacy (r= -0.92, p<0.001) and with academic performance (r= 0.87, p<0.001). However, the relationship between inefficiency component and self-efficacy was not significant (r= 0.42, p<0.06).

According to the findings of this study, students with higher self-efficacy are less vulnerable to academic burnout and are less likely to suffer from academic failure. So consolidation of this variable among medical students will improve their academic performance.

Nowadays, readiness for self-directedness and self-efficacy is considered as a motivating factor in student learning. The aim of this study was to evaluate the effectiveness of reverse-class teaching on self-efficacy and self-directed learning of students at Payam-e-Noor Delfan University in English.

The semi-experimental method, in which 30 students of Punjab-e-Noor Delfan University who selected the English language during the 2018-2019 semester, were selected by available sampling method and randomly assigned to two experimental and control groups (Each group is 15 people). The research instrument was questionnaires academic self-efficacy (Jinks & Morgan, 1992) and self-directed learning (Fisher et al, 2001). Data were analyzed by SPSS software version 23 and using covariance analysis.

The results showed that there is a significant difference between the experimental and control groups in terms of academic self-efficacy and self-directed learning with its components (self-control, Interest in learning and self-management), and the flipped classroom teaching increased academic self-efficacy and self-directed learning (self-control, Interest in learning and self-management) among students in English (p<0/001).

The flipped classroom method can improve the level of academic self-efficacy and self-directed learning in learning (self-control, Interest in learn, self-management) among students. So, professors can thus use this teaching method to increase academic self-esteem and self-directed learning of students.

Obsessive–compulsive disorder is one of the most common mental disorders that affects all aspects of life, including academic performance. One of the concepts that can play an essential role in the treatment of the obsessive–compulsive disorder is self–efficacy. Academic self–efficacy is part of the belief in general self–efficacy, which refers to the ability of individuals to perform activities to achieve educational goals. One of the most important and effective factors for disease control is self–efficacy. By increasing self–efficacy, people adapt better to their illnesses, and this adaptation reduces stress and psychological abnormalities. Various approaches and treatments have been proposed for treating obsessive–compulsive disorder and its associated disorders. Cognitive–behavioral therapy is one of these therapies. Given the prevalence of obsessive–compulsive disorder and its negative psychological consequences, such as reduced self–efficacy, it is necessary to plan for intervention to prevent its reduction. So, this study aimed to evaluate the effectiveness of cognitive–behavioral therapy on academic self–efficacy and its components in students with obsessive–compulsive disorder.

This quasi–experimental study has a pretest–posttest design with a control group. The study population consisted of all female students studying in secondary high schools in Zahedan City, Iran, in the academic year 2020–2021 who were suffering from obsessive–compulsive disorder according to the cut–off criterion of the Maudsley Obsessive–Compulsive Disorder Inventory (Hodgson & Rachman, 1977). Out of them, a sample of 30 students with obsessive–compulsive disorder was randomly selected by the available sampling method (15 students in the experimental group and 15 in the control group). The samples were according to the criterion of practical obsessive–compulsive disorder score (above the cut–off point of 20) on the Maudsley Obsessive–Compulsive Disorder Inventory (Hodgson & Rachman, 1977). The inventory was prepared online by Google software and WhatsApp and were distributed among students. The inclusion criteria included obtaining a score higher than 20 in Madsley Obsessive–Compulsive Disorder Inventory (Hodgson & Rachman, 1977), being 15 to 18 years old, studying in the secondary high school, providing informed consent, and having a favorable physical and mental condition to participate. The exclusion criteria were no concomitant illness, failure to receive psychological medication during the past month or during the study, and lack of interest in participating in the study. In this study, the participants of the two groups completed Academic Self–Efficacy Questionnaire (Jinks & Morgan, 1999) in the pretest and posttest. The subjects in the experimental group received cognitive–behavioral therapy in eight 60–min sessions once a week. However, for the control group, no intervention was presented. The research data were analyzed by descriptive statistics (mean and standard deviation) and inferential statistics (multivariate and univariate analysis of covariance) in SPSS software version 16 . The significance level of statistical tests was considered 0.05.

The results showed that after adjusting the pretest scores, there was a significant difference between the mean scores of the control and experimental groups in the academic self–efficacy (p<0.001) and its subscales of talent (p<0.001), effort (p<0.001), and context (p<0.001). The effect of cognitive–behavioral therapy on the increase of talent subscale was 86%, effort 90%, context %92, and academic self–efficacy %92.

Based on the effectiveness of cognitive–behavioral therapy on promoting academic self–efficacy and its subscales of talent, effort, and context, counseling centers and schools are recommended to use this training to improve academic self–efficacy in students with obsessive–compulsive disorder.

The induction of knowledge, abilities, and academic skills among individuals is formed through learning and academic achievement. Various studies have shown that academic self–efficacy is directly associated with academic achievement. It is believed that metacognitive skills play an essential role in various cognitive functions. Thus, a lack of awareness of cognitive and metacognitive strategies is undoubtedly an obstacle to students' academic achievement. Studies have also shown that the coronavirus pandemic has negatively affected students' academic performance, and the resulting anxiety has caused feelings of disability in various areas of life, including work and education. Therefore, this study aimed to present a model of academic achievement based on academic self–efficacy and metacognitive beliefs via the mediating variable of coronavirus anxiety among high school students in Kermanshah City, Iran.

The present study was descriptive correlational. The statistical population comprised all girls and boys senior students in high schools in Kermanshah studying from August 23, 2021, to March 20, 2022. They were under virtual education. Of whom 379 were selected by the available sampling. The inclusion criteria were as follows: being 15–18 years old, not engaging in non–academic activities, attending the virtual education system due to the spread of the coronavirus, and being willing to participate in research. The study data were collected via Metacognition Questionnaire (Wells & Cartwright–Hatton, 2004), Academic Self–efficacy Scale (Jinks & Morgan, 1999), Academic Performance Questionnaire (Salehi, 2013), and Corona Disease Anxiety Scale (Alipour et al. 2019). The collected data were analyzed using the Pearson correlation coefficient and structural equation modeling in SPSS version 24 and AMOS version 24. A significance level of 0.05 was considered for all tests.

We found the correlations of academic success with corona anxiety (p<0.05, r=–0.224), metacognitive beliefs (p<0.05, r=0.112), and academic self–efficacy (p<0.05, r=0.156). Also, the correlations of corona anxiety were found as follows with metacognitive beliefs (p<0.05, r=–0.136) and academic self–efficacy (p<0.05, r=–0.188). Path coefficients of metacognitive beliefs to corona anxiety (p=0.021, β=–0.281), academic self–efficacy to corona anxiety (p=0.008, β=–0.393), and corona anxiety to academic success (p=0.033, β=–0.226) were significant. The indirect path of metacognitive beliefs to academic success according to the mediating variable of coronavirus anxiety (p=0.040, β=0.013) and the path of academic self–efficacy to academic success via the mediating variable of corona anxiety (p=0.023, β=0.032) were positive and significant. The fit indices showed that the hypothesized model fit well with the data (CFI=1.0, GFI=0.989, AGFI=0.982, RMSEA=0.001).

Based on the findings, people with higher academic self–efficacy can better adapt to the coronavirus epidemic's challenges. This adaptation leads to more success in academic performance than those with higher anxiety. Therefore, coronavirus anxiety can play a mediating role in the relationship between academic self–efficacy and academic achievement.

The present study seeks to model happiness based on intelligence, academic self-efficacy mediated by the teacher-student relationship.

The research method was descriptive and the research design was correlational and structural equations. Clusters were selected. Data were collected from the Oxford (1994) Happiness Questionnaire, Gardner (1983) Multiple Intelligence Questionnaire, Morgan and Jink (1998) Academic Self-Efficacy Questionnaire, the teacher-knowledge interaction of Wobels, Creighton (1993). The results of. The results of path analysis according to the main model of the study indicated that happiness is directly related to intelligence and academic self-efficacy, and with the presence of teacher-learner relationship as a mediating variable, happiness is significantly increased, as well as multiple dimensions of intelligence ( Interpersonal intelligence) and academic self-efficacy (talent) and teacher-student relationship (understanding) had the greatest effect on happiness.

In addition, the results of the structural model obtained from the goodness-of-fit indices for all endogenous latent variables are 0.077 and are acceptable, and other indices are equal to or higher than the critical value of 0.90, so the research model of good fit Enjoys. That is, the teacher-student relationship as a mediator in the relationship between the two variables of intelligence, academic self-efficacy has a good fit.

Overall, the teacher-student relationship has played a mediating role in relation to intelligence and academic self-efficacy, and confirms the fact that effective and constructive support from the teacher to strengthen students' positive beliefs and also encourage their abilities. It is effective in increasing happiness.