The aim of this study was to evaluate the conceptual model of structural equations for prediction of student’s Academic Achievement based on Academic Self-concept، Autonomous Academic Motivation and Self-regulated Learning Strategies. The subject of the study include 417 high school students (220 males and 191 females) studding in the first grade. The subjects were randomly selected among the students in Saqqez. To collect data were used Global self-esteem Questionnaire، Academic Motivation Scale، Learning Strategies Questionnaire and Self-concept Questionnaire. The data was analyzed using structural equation model. The results showed that the conceptual model has the good fit for the target population. Academic self-concept and learning strategies had the major role to determine academic achievement variation. Also global self-esteem with the help of moderate variables such as academic autonomous motivation and academic self-concept had indirect and significant effect on academic achievement. However، the direct effect of autonomous academic motivation was not significant. Regarding to this research، academic autonomous motivation didn’t have any role in predicting student’s academic achievement، autonomous theory of Ryan and Deci need further research in the eastern societies.

To determine both the individual and joint contribution of the four variables of global self-esteem, self-concept, self-determination moti-vation, and learning strategies in predicting stu-dents academic achievement, 417 students of the first grade at high school in Saghez City (con-sisting of 226 boys and 191 girls) were selected by stratified random sampling and answered the Rosenberg`s Global Self-esteem Questionnaire, Saraswat`s Self-concept Questionnaire, Vallera-nd`s Academic Motivation Scale, and Pintrich & Degroth`s Learning Strategies Questionnaire. The data were analized by multiple regression analysis method. The findings are indicative of the fact that variations in academic achievement can be pre-dicted, by academic self-concept, learning stra-tegies, and self-determination motivation vari-ables.

The main purpose of this study was to analyze the role of self-esteem dimensions on student’s achievement motivation. The statistical population consisted of MSc students in College of Agriculture and Natural Resources, University of Tehran (N=712). According to Cochran formula, 175 students were selected through quota sampling method. The instrument for data collection was a questionnaire which its validity was confirmed by a panel of experts. Its reliability was confirmed by Cronbach's alpha coefficients (α ≥0.7). The results of descriptive statistics showed that the amount of achievement motivation, global self-esteem, family self-esteem and social self-esteem found to be at a moderate level, whereas their educational self-esteem was found to be at a low level. The results of ANOVA showed that there are significant differences among students based on their levels of self-esteem and achievement motivation. Students with higher levels of self-esteem had achievement motivation more than others. Moreover, the results of logistic regression demonstrated that different aspects of self-esteem (including global self-esteem, social self-esteem and educational self-esteem) has a great ability to predict levels of students’ development. These factors explained 69.10 percent of the total variance.

The aim of this study was to predict the observance of social values ​​and identity based on self-esteem in female high school students in Shahed schools. The subjects of this study consisted of 185 students from Shahed schools in District 5 of Tehran. In the present descriptive study, the subjects were selected by the cluster sampling method, and they completed the Allport Values ​​Questionnaire (1961), the Zahra Akbarpour Social Identity Questionnaire (2002) and the Cooper Smith Self-Esteem Scale (1967). Pearson correlation, independent t-test and multivariate regression were used to analyze the data. There is a significant positive relationship between identity and overall self-esteem, identity and social self-esteem, identity and family self-esteem and identity and academic self-esteem. The relationship between observance of social values ​​and overall self-esteem is positive, but it is not statistically significant. The relationship between observance of social values ​​and social self-esteem and family self-esteem and academic self-esteem is significant and positive. Overall self-esteem could not predict identity formation independently. Family self-esteem could predict identity formation, but the rate of predictability was not significant for social self-esteem. Religious identity, gender identity, group identity (friends and family) can predict the criterion variable. As students' self-esteem increases, desirable changes in identity and observance of social values ​​are expected.

The purpose of this study was to determine the effect of problem solving training on self-esteem of 12 to 13 year old adolescent students with communicational behavioral problems (in the Middle school period). The tools used in this research were Cooper Smith’s self-esteem test and Rutter’s questionnaire on behavioral problems. Therefore 48 students who had lower than average scores on Cooper – Smith Self-Esteem Scale and a higher than 9 or equal to 9 score in Rutter’s behavioral Scale were randomly selected from among 68 students and were assigned to two problem solving training and control groups. The training group received problem solving training for 7 weeks and each week for one and a half hour while thte control group received no such training. The results of Analysis of covariance showed that after controlling for other variables there was a significant difference between the average of self-esteem scores of the training and control groups (P=0). The difference between the average for boys and girls was not significant. Nor was the interaction effect of training and gender on self-esteem.

The aim of this study was to investigate the relationship between perceived maternal and paternal parenting styles (involvement, autonomy support, and warmth) and the dimensions of self-esteem in high school students. In this study, 352 (205 boys and 147 girls) junior high school students were selected via cluster sampling. They completed two scales: Coopersmith Self-Esteem Scale and the Perception of Parents Scale. Multiple regression analyses indicated that maternal and paternal parenting styles predicted individual, academic, family, and general self-esteem. There were no significant differences between boys and girls for the dimensions of self-esteem and general self-esteem. The effects of maternal and paternal parenting styles were different on the self-esteem of boys and girls. In summary, the results of this study indicated that, when parents support children’s autonomy and are involved and warm, children are more likely to display higher levels in the dimensions of self-esteem.

The objective of this research was to pinpoint the effect of social skills training on the self-esteem of the third grader female high-school students in Tabriz. The statisticalpopulation was 19425students in 65 classes out of which one class (34 students) as experimental group and another class (22 students) as control group through cluster random sampling were chosen as sample size. Both groups were asked to fill in the Cooper Smith's self-esteem questionnaire as the initial pre-test. Next the experimental group was asked to take part in one hour, eight session class for one month on living skills(sympathy, decision making, problem solving, and self expression). The control group had their regular daily program. Both groups were asked to take the post-test. The data were analyzed through SPSS software. The results showed that training social skills has a significant effect on general, educational and social self-esteem. There was increase in personal and family esteem, but they were not significant.

Educational procrastination is able to inhibit learning process and reduce academic achievement. Therefore, the purpose of this study was to predict academic procrastination based on time management, belief, and self esteem variables at Payame Noor University of Damghan. A total of 204 undergraduate undergraduate students who participated in scientific research were selected from 621 students studying in the academic year of 2017-2018. This research is descriptive and correlational. Data were collected by Educational Inventory Questionnaire (Solomon and Rothblum, 1984), Self-esteem Questionnaire (Cooper Smith, 1967), IQI Questionnaire (Babaie, 1377), Time Management Questionnaire (TMQ) (Britton and Tesser, 1991). The results were used to test the hypotheses and confirm or reject them from multiple regression statistics. Results showed that time management and self-esteem have a reciprocal effect on academic proclivity in students (p<0.01). There is also no significant relationship between academic procrastination with entity intelligence belief, but this variable has an inverse relationship with incremental intelligence belief (p<0.01).