جستجوی مقالات مرتبط با کلیدواژه « academic motivation » در نشریات گروه « پزشکی »

Experts believe that motivation plays an important role in the academic performance of students and according to the current conditions, various factors can improve it. Among these factors, psychological and social well-being is considered as effective variables. Therefore, this study was conducted with the purpose of determining the role of psychological and social well-being on the academic motivation of nursing students through the mediation of academic civic behaviors.

This is a correlational descriptive study. The statistical population consisted of nursing students of Tabriz University of Medical Sciences during the academic year of 1400-1401 (2021-2022). The number of 250 people was selected out of available 700 nursing students based on Morgan's table using stratified random sampling method. Harter's academic motivation questionnaire (1981), Rief's psychological well-being (1989), Keyes' social well-being scale (2004) and Gol Parvar's academic civic behavior questionnaire (2019) were used to collect data. Data analysis was performed using Pearson's correlation coefficient and structural equation analysis using SPSS-21 and Amos-22.

The results of showed that there is a positive and significant relationship between social well-being and its components (including prosperity, correlation, cohesion, acceptance and social participation) and psychological well-being and its components (including self-acceptance, positive relationships with others, autonomy, control over the environment, purposeful life, and personal growth) and academic motivation (p<0.05). Furthermore, academic civic behaviors have a mediating role in the relationship between psychological well-being and its components and social well-being and its components and academic motivation (p<0.01).

Based on the study findings, due to the influencing role of psychological and social well-being on variables such as academic motivation and civic academic behaviors in nursing students, universities should make efforts to hold consultation centers inorder to increase psychological well-being and academic motivation of their students

One of the important goals of education is to create an environment for the holistic development of an individual. Therefore, the current research was conducted to predict students' academic performance based on academic motivation, academic emotions, and moral intelligence.

The present research was a descriptive-correlational study. The statistical population included all high school students in Tehran in the second semester of the academic year 2022-2023, and 2065 participants were selected as the sample group by multi-stage random sampling method, and finally data analysis was conducted on 1010 participants. Students responded to the Questionnaires on Moral Intelligence (Lennick and Kiel, 2005), Academic Motivation (Vallerand, 1992), Academic Emotions (Pekrun et al., 2005), and Academic Performance (Pham and Taylor, 1999). To analyze the research data, Pearson's correlation test and stepwise regression were used.

The results showed that the variables of academic motivation, academic emotions, and moral intelligence have a significant correlation with academic performance in students (p<0.01). The results of regression analysis also showed that moral intelligence, academic emotions, and academic motivation explained 18%, 33%, and 39% of the variance of students' academic performance, respectively. These variables were able to simultaneously explain 39% of the variance of students' academic performance.

Therefore, to improve the academic performance of students, it is possible to develop programs to improve moral intelligence and, accordingly, academic motivation and academic emotions. The implications of the obtained results were discussed in the article.

With the spread of COVID-19 around the world, governments were forced to close scientific institutions and universities to control the spread of the disease, so these factors required them to use virtual education in an unprecedented way. Increasing the use of this type of education caused an increase in stress among students and somehow affected their academic motivation. Therefore, the present study was conducted with the aim of the comparison of perceived stress and academic motivation of students under virtual education in different fields of Baqiyatallah University of Medical Sciences.

The present study is a descriptive cross-sectional study that was conducted from 2020 to 2021 at Baqiyatallah University of Medical Sciences among 300 students. To collect information, three demographic questionnaires, Cohen's perceived stress and, Harter's academic motivation were used, which were collected virtually and analyzed with the help of SPSS 22 software.

(70.2%) of students had a high level of academic motivation and (83.4%) reported a high level of perceived stress. Pharmacy students had the highest medical students had the lowest level of perceived stress, and dental and medical students had the highest and lowest levels of academic motivation, respectively.

According to the results of this study, most of the students under virtual education had experienced severe perceived stress, and high academic motivation.Therefore, by making appropriate decisions and planning, it is possible to prevent the occurrence of psychological disorders caused by high stress as well as the educational pressure of students and increase the quality of their learning.

People with a high level of self-directed learning are active learners who have a strong desire to learn, use problem-solving skills, and manage their own learning. The aim of this research was to design and validate the learning model of distance education based on academic motivation and self-directed learning with the mediating role of critical thinking in distance education universities.

The research method was descriptive and of the correlation type using the structural equation method. The research population included all doctoral students in the fields of distance education, educational management, education philosophy, curriculum and educational planning of distance education universities in Tehran province, 2019-2020. Out of which, 200 people was selected by random sampling. The research tools included Vallerand students' academic motivation questionnaire, Fisher's self-directed learning scale and Ricketts critical thinking questionnaire. Data analysis were using SPSS software version 21 and AMOS software version 3.

The findings showed that critical thinking has a mediating role in relation to academic motivation and self-directed learning in distance education universities and the research model has a suitable fit. Academic motivation has an indirect effect on the leader's self-learning through the mediation of critical thinking (P<0.05) and academic motivation has a direct effect on the leader's self-learning (P<0.05).

In order to improve the level of self-directed learning, the distance education system should pay attention to academic motivation and critical thinking in students.

One of the factors that causes academic progress is emotional intelligence. The knowledge of the EI status can be effective in success. This study aims to determine the effectiveness of online emotional self-awareness training on academic motivation and emotional intelligence (EI) of dental students in Isfahan, Iran. 

This is a case-control study with a pre-test/post-test/follow-up design. Participants were 60 students of the School of Dentistry at Isfahan University of Medical Sciences in 2021, who were randomly divided into two groups of 30 including case and control. For the case group, one three-hour session of emotional self-awareness training was provided virtually. Bradberry-Greaves' EI test was used to measure EI and Vallerand’s academic motivation scale was used to measure academic motivation. The collected data were analyzed in SPSS software, version 26 using paired t-test, and independent t-test, and analysis of variance.

No significant differences were found immediately and one month after the intervention between the two groups in academic motivation and its domains (intrinsic motivation, extrinsic motivation, and amotivation) or in EI and its domains (self-awareness, self-management, social awareness, and relationship management) (P>0.05).

Online emotional self-awareness training has no effect on academic motivation and EI of dental students.

The aim of this study was to determine effectiveness a training package for cool executive functions on the academic motivation of sixth grade elementary normal students in normal schools.

The research was performed by quasi -experimental method of pretest-posttest with control group. research Sample was Included 2 sixth grade classrooms from 2 different primary schools in Tabriz in the academic year 1397-98 that were selected by selecting multi-stage cluster method and randomly divided into two experimental and control groups. The experimental group was trained for 16 sessions. Data from the Academic Motivation Questionnaire in the pretest and posttest stages, were analyzed using statistical analysis of covariance.

The results showed that this package has been significantly effective in improving academic motivation, it significantly increases external and internal academic motivation and significantly reduces Lack of  motivation in the experimental group(p <0.001).

The findings generally confirmed the effectiveness of the educational package of cool executive functions on the academic motivation of sixth grade elementary students. Therefore, this educational package is recommended for training sixth grade elementary students.

One of the important concerns of the medical education system is the academic success of medical students due to their important role in the quality of the health system. In the previous studies, academic motivation, quality of learning experiences and self-regulation have been introduced as factors affecting learning (directly or indirectly). This study was designed and conducted to investigate the academic motivation and its relationship with the quality of learning experiences and self-regulation of medical students in Birjand.

In this cross-sectional descriptive type of correlation study, that was conducted in 1400, 151 medical students of Birjand were selected by stratified random sampling method. Data were collected through the standard questionnaires of Vallerand`s academic motivation, Neuman`s quality of learning experience, and Hong and O’ Neil self-regulation. Then, the information was analyzed using related statistical tests.

The average score of students' academic motivation was equal to 135.66±24.95, which indicates a very good academic motivation score. There was no relationship between the quality of learning experiences and educational motivation (p-value=0.765). Results showed a positive correlation between academic motivation and self-regulation (p-value<0.05), equal to 0.47. The regression model showed that self-organization is a positive and significant predictor of educational motivation and can explain about 23 percent of the variance of educational motivation.

Self-regulation and its related skills should be given more attention by the medical education system. Medical teachers should pay more attention to appropriate teaching methods to increase students’ motivation and their self-regulation skills.

One of the most effective factors in developing the educational system development which has a significantly direct relationship with academic performance is student flourishing. Present study aimed to develop a model for explaining academic flourishing of students based on moral intelligence, with the mediating role of academic motivation, academic emotions, academic procrastination, and academic burnout.

The present study used descriptive-correlational design with structural equation model. The population included all the students of secondary school in Tehran in the second semester of academic year 2021-2022. Through multistage random sampling method, a sample of 2010 students was selected. The students completed Moral Intelligence Questionnaire (Link& Keil, 2005), Researcher-made Academic Flourishing Questionnaire, Academic Motivation Scale (Vallerand, 1992), Achievement Emotions Questionnaire (Pekran et al. 2005), Academic Procrastination Scale (Solomon& Rothblum, 1984), and Academic Burnout Questionnaire (Schaufeli et al. 2002). Data were analyzed by using Structural Equation Model by PLS 3.

Results indicate the significantly positive effect of moral intelligence on academic flourishing and academic motivation as well as its significantly negative effect on academic emotions, academic procrastination, and academic burnout. Academic procrastination, academic emotions and academic burnout have a significantly negative effect on academic flourishing while academic motivation has a significant positive effect on it. Moral intelligence affects academic flourishing through the mediating role of academic motivation, academic emotions, academic procrastination, and academic burnout. 78 % of the academic flourishing variance is explained through the direct and indirect effect of moral intelligence.    

Accordingly, to increase the academic flourishing of students, programs can be developed for enhancing moral intelligence, which in turn results in the enhancement of academic motivation, academic emotions, academic procrastination, and academic burnout. Implications of the results are discussed in the article.

Background &

Nowadays, one of the most important concerns of education administrators, parents, and students is the discussion of learning to achieve academic success. On the other hand, traditional teachings are not effective either; they cannot meet the needs of today's learners. For this reason, teachers are looking for new methods and approaches for better and more effective education. Quality education is another important concern of teachers. The teachers have well understood that the uniformity and lack of initiative in the teaching method cannot provide the basis for the academic growth and success of the students. Also, one of the educational inefficiencies in today's schools is the inadequacy of teaching time with educational content in classrooms, especially in the interaction between teacher and student, which has seriously challenged the educational program. As a result, teachers should look for a new approach to teaching and learning that has a different look at the classroom. One of the most appropriate of these new methods of education is individual education, including virtual education. The virtual education method is one of the types of modern education methods that has received a lot of attention in the last decade. Therefore, the purpose of this research was to the effect of online education on academic resilience and academic motivation of 12th-grade female students in Sari City.

In terms of practical purpose, this research was a field data collection method, and in terms of descriptive nature, it was a quasi-experimental type (pre-test-post-test with a control group). The statistical population included all 12th-grade female students of Sari city in 1402-1401 in the number of 1450 people, of which 40 were randomly selected from the 12th-grade students of the second secondary school and after the pre-test was conducted among 40 people, 30 people who got the lowest score (15 people in the experimental group and 15 people in the control group) were selected as samples. The data collection tools were Samuels's (2004) and Harter's (2001) standard academic resilience questionnaires. The validity of this questionnaire was confirmed by experts. For data analysis, descriptive (mean and standard deviation) and inferential (Kolmogorov-Smirnov, variance, regression, and univariate covariance (ANCOA)) were done using Spss22 software. Virtual education was determined by the questions of Kim et al.'s virtual education questionnaire (2005). So there were a total of 21 five-choice questions, the response scale of which was a five-point Likert scale, whose options were scored from very little=1 to very much=5. So score 1 represents the least impact of virtual education and score 5 represents the greatest impact of virtual education. This questionnaire has seven subscales, each of which was determined by a number of questions. The construct validity of this questionnaire was examined and confirmed using the factor analysis method. The reliability of this questionnaire was also confirmed by calculating the Cronbach's alpha method. The resilience questionnaire was created by Samuels (2004) and its suitability was confirmed in two studies. Then, with the expansion of the study, it was published in 2009 with Wu's collaboration. The original version of this questionnaire includes 40 questions. In the Iranian norm, the number of questions in this questionnaire was reduced to 29 questions, and finally, three factors with the titles (communication skills, future orientation, and problem-oriented/positivity) were confirmed for this questionnaire. The academic motivation questionnaire was created by Harter, which includes 33 items and two dimensions (intrinsic motivation and extrinsic motivation) whose purpose is to investigate academic motivation among students. This questionnaire is measured based on a Likert scale (never, 1; rarely, 2; sometimes, 3; most of the time, 4; almost always, 5). The validity and reliability of this questionnaire were confirmed by Zahiri and Rajabi (2008) and the reliability was reported as 0.92 using Cronbach's alpha test.

As shown in Table 3, the effect of virtual education on academic resilience (P < 0.05 and F = 4.757) and on academic motivation (P < 0.05 and F = 10.146) can be seen for the difference between the groups. Control and experiment) after adjusting the averages of the two groups based on the pre-test score, it is statistically significant. Therefore, it can be concluded that virtual education has an effect on the academic resilience and academic motivation of 12th-grade female students in Sari City. Looking at the averages of the two groups (Table 1) shows that the test group's score in the post-test has increased compared to the control group's academic resilience. Therefore, it can be concluded that virtual education has increased the academic resilience of 12th-grade female students in Sari. The squared value of Eta is equal to 0.557. This means that 31% of the changes in academic resilience scores are due to virtual education. Also, the averages of the two groups (Table 2) show that the scores of the subjects of the experimental group in the post-test compared to the control group have increased in the students' academic motivation. Therefore, it can be concluded that virtual education has increased the academic motivation of 12th-grade female students in Sari. The squared value of Eta is equal to 0.752. This means that 75% of the changes in academic motivation scores are due to virtual education. The results showed that virtual education has an effect on the academic resilience and academic motivation of 12th-grade female students in Sari City.

In explaining the above results, it can be said that virtual education improves academic resilience and academic motivation. As academic motivation increases, the academic resilience of the students increases, the reverse teaching method provides an active and interactive environment for students to learn, and the teacher plays the role of a guide and facilitator. As a result, students are actively and creatively involved in the subjects. Therefore, teachers' teaching approaches play an important role in encouraging learners to adopt the best learning methods. On the other hand, virtual education creates a suitable environment for students to relax and enter the class without stress and anxiety and with full preparation, their self-confidence and participation in class activities also increases and that's it. It improves the level and level of resilience of students. It can be said that virtual education has increased the academic resilience of 12th-grade female students in Sari.

One of the concepts raised in contemporary education is cognitive learning strategies and metacognitive learning strategies (Wolters 2003). Cognitive learning strategies and metacognitive learning strategies have valuable consequences in the process of learning, education, and even life success. Adaptation and success in school require that students expand and strengthen their cognition, emotions, or behaviors by developing learning strategies or similar processes so that they can achieve their goals (Wolters 2003). Among them, motivation is the most important condition for learning. Interest in learning is the product of factors related to the learner's personality and ability, task characteristics, incentives, and other environmental factors. Motivated students are easily recognized. They are eager to learn, interested, curious, hardworking, and serious. These students easily overcome obstacles and problems, spend more time studying and doing school assignments, learn more, and continue their studies after the end of the university course (Skinner and Belmont 1993; quoted by Memarian et al 2015). Academic motivation is defined as internal processes that stimulate activities and continue with the aim of achieving specific academic achievements (Pinreich & Zusho 2002, quoted by Areepattamannil 2011). In general, research results (Alexiou & Paraskeva 2013; Weisani, Lavasani & Ejei 2012; Salimi et al 2014) show that teaching cognitive learning strategies increases students' self-efficacy beliefs and motivation. According to the theoretical foundations and research, cognitive and metacognitive learning strategies have beneficial effects on the education and social life of students. So, the present research was designed and implemented to compare the effectiveness of teaching cognitive learning strategies and metacognitive learning strategies on the academic motivation of Tehran students in the academic year 2020-2021.

The current research was conducted as a semi-experimental pre-test and post-test with a control and follow-up group. The research population is students studying in Tehran in 2020-2021. An available sampling method was used to select the sample. First, because of the researcher's teaching in Khabar Faculty, Khabar Faculty of Applied Science University was selected. Then 3 general classrooms were selected and 30 students were randomly selected from among them and were replaced in the experimental groups 1 and 2 and the control group. There are three groups of 10 people, which include experimental group 1, experimental group 2, and control group, experimental group 1 was trained in cognitive learning strategies and experimental group 2 was trained in metacognitive learning strategies for 8 sessions in an online class through Skype software. However, there was no intervention in the control group. The inclusion criteria include a declaration of consent of all students to conduct the research, an age range between 20 and 24 years, not receiving any other treatment during the research period, undergraduate journalism students of Khabar Faculty in the 4th and 5th semesters, and gender of both male and female. Screening for lack of familiarity with strategies (getting a low score in the questionnaire on cognitive learning strategies and metacognitive learning strategies). Exclusion criteria include severe physical disability that prevents a person from participating in treatment sessions. Vallerend et al's Academic Motivation Scale (AMS, 1992) was used to collect data. The mixed variance analysis method was used to analyze the data.

In the groups of cognitive learning strategies training and metacognitive learning strategy training, the difference between the average scores of the pre-test stage and the post-test and follow-up stages is significant (p<0.01). The post-test and follow-up compared to the pre-test stage have increased significantly and the average scores of lack of motivation have decreased. The difference between the scores of the post-test phase and the scores of the follow-up phase is not significant (p<0.05), which indicates the stability of the treatment effects over time. In the control group, the difference between the scores of the pre-test stage and the post-test and follow-up stages, as well as the difference between the scores of the post-test stage and the follow-up scores, is not significant (p<0.05). In general, the results showed that the level of academic motivation of the students increased and also the post-test changes remained stable and constant during the follow-up period. In addition, this study revealed the difference between the two methods of cognitive learning strategies and metacognitive learning strategies, and the data showed that metacognitive learning strategies were more effective than cognitive learning strategies, but this difference is not significant.

Finally, this research also shows agreement with the previous research and points to the importance of teaching cognitive and metacognitive learning strategies in educational environments. These results can help university managers and professors to provide appropriate educational programs to improve students' academic motivation and help improve the quality of their academic experience. Also, this research is in line with the background of past research, and finally, in all variables, the research results showed that education Metacognitive strategies show a greater increase in the trend of variables than cognitive strategies.

  This research was conducted with the aim of investigating the effectiveness of training cognitive and metacognitive strategies on academic motivation and academic engagement of students with specific learning disorders in Hamedan.

The current research was applied in terms of purpose and semi-experimental in nature with a pre-test and post-test design. The statistical population in this research consisted of all male primary school students referred to the education counseling center who were diagnosed with a specific learning disorder. The sample members in this research were randomly replaced in the form of a control group and an experimental group, each with the number of 15 people among the people who met the criteria for entering this research. Harter's Academic Motivation Questionnaire (1981) was used to evaluate the subjects' academic motivation, and Zareng's Conflict Questionnaire (2011) was used to evaluate the academic engagement. Cognitive and metacognitive strategy training was provided in ten 60-minute sessions based on the cognitive and metacognitive strategy training program (Palsinkar and Brown, 1984). Multivariate analysis of variance was used to test the hypotheses.

The results showed that the effect of cognitive and metacognitive educational strategy training on increasing academic motivation and academic engagement was significant.

According to the findings of the research, it seems that teaching cognitive and metacognitive educational strategies have played an important role in increasing academic motivation and academic engagement.

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.

Motivation is one of the most important issues affecting academic achievement. The aim of this study was to investigate academic motivation and its related factors in students of Baqiyatallah University of Medical Sciences.

In the present cross-sectional descriptive study, 180 students were randomly selected. The study survey consisted from the demographic section, academic motivation questionnaire and a four-item section related to satisfaction with welfare and educational status, job future and field of study. Significance levels was considered less than 0.05.

The students were 50 medical, 34 nursing, 24 operating room, 43 anesthesia and four pharmacy students participated. The mean (SD) age of subjects was 21.66 (1.55). In addition, out of them, they were 82.2% male, 90.6% single, 51.1% undergraduate, 93.3% non-scholarship holders and 88.3% dormitories' residents. The mean (SD) scores of internal and external motivation, lack of motivation, and total academic motivation were 52.77 ± 13.90, 55.08 ±14.07, and 14.98 ± 6.32, and 122.84 ± 29.48, respectively. Academic motivation was statistically significant with respect to different age levels (p ‹ 0.05). External motivation also showed a significant correlation with job satisfaction (p ‹ 0.05) and satisfaction with the field of study (r = 0.15) (p ‹ 0.05).

Findings showed that students' academic motivation is not desirable and needs attention. Providing a basis for students to study in the field of interest, paying more attention to the welfare of students can be effective.

In the last two decades, education experts have paid more attention to the categories of cognition and motivation. Cognition involves some mental abilities and actions such as knowledge, comprehension, recognition and thinking, and motivation is related to issues such as emotion, attitude and evaluation (1).
In this regard, motivation for academic achievement is one of the most important issues in the field of educational psychology and in this regard is considered as one of the most important predictors of academic performance. Research has shown the effect of cognitive processes and motivational variables as appropriate predictors of academic achievement as independent variables (1,2). One of the major variables that affect academic motivation is learning strategies. And one of the components of these learning strategies is the metacognitive strategy that is used in natural learning processes as self-regulatory learning (3). Another component that seems to be related to self-regulatory learning and academic achievement is self-efficacy. Which can affect almost everything, from mental states to behaviors and motivations (7).
In general, adolescence is a period of evolutionary cycle during which self-efficacy beliefs affect psychological outcomes. In this period, people face new challenges and how to cope and adapt to these challenges is partly influenced by the individual's self-efficacy beliefs (8).
Considering the above and the importance of self-efficacy and motivation in academic achievement on the one hand and the importance of controlling behaviors for academic achievement on the other hand, so unfortunately with the review of research conducted inside and outside the country, research on the subject was not found. For this reason, the researcher seeks to answer the question of whether the training of self-regulatory learning guides (cognitive and metacognitive) affects the components of self-efficacy, academic motivation and students' mental health or not?

The present study is experimental. To conduct this research, 46 first-year female students (second year) of Astara high schools who were studying in the 97-96 academic year were selected by multi-stage cluster sampling method and randomly selected. The two groups (23 experimental and 23 control) were divided. Then the questionnaires of motivational beliefs and self-regulatory learning strategies (MSLQ), academic motivation (AMS) and general health (GHQ 28) to collect data in the pre-test by Subjects completed. Subjects in the experimental group were trained in self-regulated learning strategies for two sessions per week for eight 90-minute sessions and the control group did not receive any training. Finally, descriptive statistics and Shapirovillek test, paired t-test and independent t-test using SPSS software were used to analyze the data.

The results showed that the mean scores of the experimental group in the post-test increased compared to the pre-test in the components of self-efficacy and academic motivation and decreased in the component of mental health (Table 1). On the other hand, it was found that there was a significant difference between the subjects in the experimental group who were trained in self-regulated learning strategies and the control group who did not receive any training in the variables of self-efficacy and academic motivation at the level of (p <5%). There is. But this difference is not seen in the mental health component. (Table 2).

The results indicate the effect of teaching cognitive and metacognitive learning strategies on the variables of self-efficacy and academic motivation, but this effect was not observed in the mental health variable. It is possible to create a greater sense of autonomy and self-efficacy by changing the conditions of teaching and learning so that students can play a more active role in their learning process. Therefore, it is suggested to consider self-regulatory strategies as part of educational interventions in order to make learners more efficient.
Another result of this study was increasing academic motivation in students who have benefited from the training of cognitive and metacognitive strategies. This result is also consistent with the findings of Poor Mohammad and Esmaeilpour (2015). They had high motivation and academic achievement (1).
Another result of the present study was that teaching learning strategies (cognitive and metacognitive) could not increase the mental health of students in the experimental group. This result is consistent with the findings of Tavakolizadeh (2011). He rejected the effect of teaching cognitive and metacognitive learning strategies on the mental health of second year middle school male students. The results showed that teaching learning strategies in the experimental group compared to the control group did not show a significant difference in terms of mental health status (19).

Emotions are among the personality dimensions of students they experience in the entire learning process and different educational situations. Academic emotions are the ups and downs students experience in the classroom and concerning academic subjects. These emotions can affect the quality of people's performance and contribute to their success or failure in education–related matters. On the other hand, in educational systems, raising students who can manage their academic emotions is necessary to prevent the waste of material resources, energy, and inefficiency of human capital. This goal is possible through academic excitement management packages. Given the vital role of academic emotions in students' lives, motivation, and academic performance, the present study was conducted to investigate the effect of educational emotion management training on the motivation and academic performance of female junior high school students. ‎

This research method was quasi–experimental with a pretest–posttest and follow–up (one month after the implementation of the training package for managing academic emotions) design with a control group. The statistical population of the research included all female junior students studying in District 2, Tehran City, Iran, in the academic year 2021–2022. According to the minimum number of subjects in each group of quasi–experimental studies, the statistical sample size of the research was estimated at 30 female students of seventh, eighth, and ninth grades. Therefore, among the statistical population, 30 students were first identified based on the inclusion criteria, and then randomly, in groups of 15, an experimental group and a control group were replaced. The inclusion criteria that were considered in the present study were as follows: being a junior student in the high school, a lack of simultaneous use of psychological counseling, aged 13–16 years, written parental consent, weakness in academic performance and motivation (based on scoring lower than average [<120] in the Academic Performance Questionnaire [EPT] and in Academic Motivation Questionnaire (AMS) [< 70]), obtaining a higher than average score (>225) in negative emotions, school counselor or psychologist approval to participate in the research. The exclusion criteria included the absence of more than two training sessions and the occurrence of a specific accident or disease. The experimental group was trained in academic emotion management for 9 sessions of 50 minutes each (twice a week), and no training was provided to the control group during this period. Two questionnaires (EPT and AMS) were used to collect data in the pretest, posttest, and follow–up stages. The tools used to measure variables in this research were two standard questionnaires: the Academic Motivation Questionnaire (AMS) (Vallerand et al., 1992) and the Academic Performance Questionnaire (EPT) (Pham and Taylor, 1999). To analyze the collected data, descriptive statistics (mean and standard deviation) and inferential statistics (analysis of variance with repeated measurements and Bonferroni post hoc test) were used. The analyses were performed using SPSS version 25 software. All tests were done at the significance level of p>0.05.

The research results showed that the average components of academic motivation and academic performance were significantly different between the experimental and control groups in the posttest and follow–up stages (p<0.05). In the experimental group, there was a significant difference between the average components of academic motivation and academic performance in the pretest and posttest stages, as well as the pretest and follow–up stages (p<0.05). However, no significant difference was observed between the average variables in the posttest and follow–up stages, indicating the stable effect of the academic emotion management training package in the follow–up stage.

According to the research results, the educational package of managing academic excitement affects the components of academic performance and academic motivation of students, and this effect is preserved over time. Hence, it is possible to use the training of academic emotion management as a useful tool to increase academic motivation and academic performance in female junior high school students, thereby reducing academic demotivation. 

One of the critical challenges of education regarding student's academic success is creating motivation and necessary skills for students to deal with academic tasks. Thus, the factors affecting students' academic success have been and still are appealing to educational researchers. Academic performance is not only related to intellectual processes but is also influenced by many psychological factors, including personality traits. In addition, some researches indicate that personality traits are among the factors that affect students' academic motivation. Poor academic performance in the university environment can be related to mental health problems. Academic motivation is one of the urgent needs of daily life for students. By affecting their perception of themselves and self–efficacy in performing tasks and assignments, it also affects the pursuit of their future life goals. The present study aimed to explain the structural model of the relationship between personality traits and students' academic performance, considering the mediation role of academic motivation.

The present study used the path analysis method to conduct a correlational analysis. The statistical population of the present study included all students of Azad University, Science and Research Branch in 2018 and 2019. Of them, 422 students were included in the study by available sampling. The inclusion criteria included engaging in education, not being on probation during the student period, not using psychiatric and psychotherapeutic drugs at the same time, not suffering from chronic physical diseases, and not hospitalization during the past year. The exclusion criteria included disabilities and chronic physical diseases, severe mental illnesses, receiving psychotherapy or medication during the past year, and people's refusal to continue cooperation. The research tools included the NEO Five–Factor Inventory (Costa & McCrae, 1989), the Academic Motivation Scale (Vallerand et al., 1992), and the Educational Performance Test (Dortaj & Delavar, 2005). For data analysis, the Pearson correlation coefficient and path analysis method were used using SPSS version 24 and AMOS version 24 software. The significance level was equal to 0.05.

The present study showed that the hypothesized model had fitness with the collected data (χ2</sup>=2.23, CFI=0.989, GFI=0.998, AGFI=0.952, and RMSEA=0.054). In this study, the indirect path coefficient between academic performance and variables of extroversion (p<0.001, β=0.216), openness to experience (p<0.001, β=0.177), agreeableness (p<0.001, β=0.163), conscientiousness (p<0.001, β=0.176), and neuroticism (p<0.001, β=–0.077) were significant with the mediation of academic motivation.

Based on the research results, extrinsic motivation mediates the relationship between neuroticism and academic performance. Also, intrinsic motivation, extrinsic motivation, and motivation mediate the relationships between academic performance and variables of conscientiousness, agreeableness, openness to experience, and extroversion.

Motivation plays a significant role in learners' learning and educational progress. Currently, the teacher is instructed in selecting teaching and learning materials and the teaching and learning process with the teachers and, ultimately, the teaching staff. Therefore, this study aimed to evaluate the location and factors affecting it in the Zahedan School of Nursing and Midwifery.

This cross-sectional study was conducted on 255 students of Zahedan School of Nursing and Midwifery who were selected by the stratified sampling method. Valerand academic motivation questionnaire and religious factors Questionnaire, which assesses the four factors of student well-being, college education, educational centers, and career prospects, were used for data collection.

The mean age of participants in this study was 23/22 ± 3/04, the mean score of students' motivation was (133/68 ± 16/6), and the majority of students were at the average level regarding academic motivation. Students' academic motivation was related to age, gender, field of study, and university year (p≤ 0/05). The relationship between academic motivation and related factors also showed a significant relationship between students' academic motivation with all four factors of student welfare, college education, educational centers, and job future (p≤ 0/05).

Since motivation is the key to student learning and medical science, students are the most critical asset to the medical community and the national capital, and academic motivation is the driving force behind student-driven activities. Practical

This research aimed to investigate the effectiveness of academic counseling based on the cognitive-behavioral approach on resilience, motivation, and academic emotions of students with academic failure. 

In terms of the purpose of the present research, it was a quasi-experimental study with a pre-test and posttest design with an experimental group and a control group. The statistical population of this research is all the students of boys' high schools in the 12th district of Tehran, the second grade of the second round, in the academic year of 2019-1400. Among them, 30 were selected by purposive sampling, 15 were equally assigned to the control group, and 15 to the experimental group. In order to collect data, the research measurement tools included Vallerand’s academic motivation questionnaire, Pekrun et al.'s (2002) academic emotions questionnaire, and Martin and Marsh's (2009) academic resilience questionnaire. The subjects of both groups completed the questionnaires at the beginning of the research. Then the experimental group received academic counseling based on the cognitive-behavioral approach, while the control group did not receive any intervention. After the end of the interventions, both groups completed the questionnaires again. Analysis of the data obtained from the research was done in two descriptive (mean and standard deviation) and inferential parts. In the descriptive part, frequency distribution tables were used, and in the inferential part, data analysis was done with the covariance analysis method to check the differences between and within groups. SPSS software version 25 was used for the statistical analysis of data. 

The results of covariance analysis showed that academic counseling based on a cognitive behavioral approach had a significant effect on academic resilience (F = 20.11), academic motivation (F = 42.22) and academic emotions (F = 34.88) (P<0.01). 

Academic counseling based on a cognitive-behavioral approach can improve academic resilience, academic motivation and academic emotions of students with academic failure. Therefore, it is suggested to use this approach to control emotions and increase the motivation and resilience of students in schools through group training.

Success and progress in learning is the goal of all educational systems and the degree of benefit from educational environments requires students' sense of energy and mental health. One of the most important variables in the health of the educational context of any country's educational system is mental health, which is an internal sense to ensure mental health, and in fact, researchers have called it a useful and simple way to understand the concept of students' well-being. In their daily academic life, students face various challenges, obstacles, and special pressures during their studies, which are a threat to their self-confidence, motivation, and, as a result, their academic performance. Some students are successful in dealing with them and others are not successful in this field. Therefore, educational researchers should pay serious attention to understanding and how to adapt to academic challenges. Mental Health Mental health is an issue beyond the absence or absence of mental illness. The positive dimension of mental health, which the World Health Organization relies on, is included in the definition of health: "Health is a state of physical, mental and social well-being, not just the absence of disease or disability". Therefore, mental health is a state of well-being in which a person recognizes his abilities and can adapt to the normal stresses of life and be useful and productive in terms of work. Competitive anxiety and academic motivation can be mentioned among the factors affecting mental health. Anxiety, as a negative feeling, affects a person's perception and leads to a decrease in performance. Of course, many students experience anxiety. Competitive anxiety is an issue that almost every student faces from time to time. When the demands on a student exceed their perceived ability, their stress level rises. Motivation is the most important condition for learning. Interest in learning is the product of factors related to a student's personality and ability, task characteristics, incentives, and other environmental factors. What factors make students' motivation (due to its long-term effects on learning and self-fertility in students) valuable for parents and teachers? Motivated students are easily identified. They are eager to learn, interested, curious, hardworking, and serious. These students easily overcome obstacles and problems, spend more time studying and completing school assignments, learn more, and continue their education after finishing high school. Motivation can be seen as an intervening process with an internal state of an organism that forces or motivates it to act, in other words, it can be said that motivation is a force that gives force to behavior and guides it. Slow and is an effective factor in mental health. Like other topics, there has been a lot of research on the relationship between competitive anxiety, academic motivation, and mental health, but there is no integrated research among school students. Considering the review of past research and the understanding of the relationship between research variables, the lack of integrated research in this field, as well as the importance of competitive anxiety and academic motivation and mental health, the research question of the current research is whether there is a relationship between competitive anxiety and motivation. Is there a relationship between education and mental health in students?

The present research is descriptive and correlational in terms of method, and its statistical population included all male student in the second year of high school in Marivan city who were studying in the academic year 2021-2022. The statistical population was 850 people according to the inquiry from the Statistics Unit of the Sanandaj Education Department. According to the table of Karjesi and Morgan, 265 people were selected through a simple random sampling method. Research tools included three competitive anxiety of Besharat et al. (2021), Harter's academic motivation (1981), and Goldberg's mental health (1972). Pearson's statistical method was used for data analysis.

The research results showed that there is a negative and significant relationship between the components of competitive anxiety and mental health in students, while there is a positive and significant relationship between the components of academic motivation and mental health in gifted students.

In general, it can be concluded that there is a significant relationship between competitive anxiety and academic motivation with mental health, so there is a need for planners and education managers to increase mental health in students, competitive anxiety and academic motivation. Pay attention the current research, like any other research, has limitations that can clarify the findings and suggestions of the research and help future researchers to adopt effective measures to deal with the threat of internal and external validity of research projects. to give The basic limitations of the current research are as follows: the bias of people towards answering the questions of the questionnaires, which reduces the accuracy of the results to some extent, the presence of unwanted variables that affect the results of the research, and the lack of use of other research tools such as observation and interview. It has been associated with the subjects and only using the questionnaire. It is recommended to educational managers to take appropriate motivational measures such as innovation and creativity in creating a competitive and encouraging educational environment with appropriate and up-to-date educational facilities, suitable educational buildings, and preparing students as best as possible for their future jobs. , make regular visits and scientific trips, and use teachers with high scientific knowledge and skills. It is suggested that the scientific and academic interests and tastes of the students be identified and these interests come to the fore through centers, associations, and scientific organizations. Providing a suitable atmosphere in terms of group work, creating innovation in teaching methods, using sincere and friendly spoken literature, and using students in teaching discussions are among the things that can be done by teachers in order to increase the academic motivation of students.