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This research aimed to determine the mediating role of academic self-efficacy in the relationship between self-directed learning and constructive problem-solving ability among students. The method of this study was descriptive-correlational using the structural equation modeling method. The research population consisted of all the students at the University of Guilan in 2023. A sample of 220 students was selected from this population using a convenient sampling method. The research instruments included the Self-Directed Learning Readiness Questionnaire (SDLRQ) by Fisher and Colleagues (2001), the College Academic Self-Efficacy Questionnaire (CASEQ) by Owen and Framan (1988), and the Problem-Solving Strategies Questionnaire (PSSQ) by Cassidy and Long (1996). Structural equation analysis was used to analyze the data. The results showed that the proposed model has a good fit and explained 63% of the variance of constructive problem-solving. The results showed that self-directed learning on constructive problem solving (β=0.65) and academic self-efficacy (0.61 β) had a direct and significant effect (P<0.05); Also, academic self-efficacy had a significant direct effect on constructive problem solving (β=0.21) (P<0.05). The results of the bootstrap test showed that academic self-efficacy played a mediating role between self-directed learning and constructive problem-solving (β=0.13) (P<0.05). All in all, it can be concluded that self-directed learning has a direct effect on students' constructive problem-solving through the mediation of academic self-efficacy.

The corona epidemic and the subsequent provision of virtual teaching created many problems in the field of motivation and self-efficacy of students، especially for entrance exam students. The present study was conducted with the aim of investigating the effectiveness of positive thinking training on the academic motivation and academic self-efficacy of 12th-grade high school students during the outbreak of Covid-19. The present research was a quasi- experiment of the pretest-posttest and follow-up with a control group. The statistical population of this research was all 12th-grade students of Khoy city (including 846 students) in the 2021-2022 academic year. The sample size was 80 people، so 40 people were selected for each group by available sampling method. Academic Motivation Scale (AMQ, Harter, 1980) and Academic Self-Efficacy Questionnaire (ASEQ, Jinks and Morgan, 1999) questionnaires were used to collect data. Positive thinking training was implemented in a group in 8 sessions only for the experimental group. Data analysis was done by MANCOVA with repeated measures، using. The results showed that positive thinking training had a significant effect on the academic motivation and academic self-efficacy of twelfth-grade students (P<0.05). Therefore, positive thinking training can be used to improve students' academic motivation and self-efficacy

The aim of this study is to identify and model the academic procrastination pattern based on the grounded theory. This research was conducted with a qualitative approach and a sequential-exploratory design. In the qualitative phase, the grounded theory method was used for data analysis. The participants of the study were undergraduate students at the University of Tehran who, based on their self-reports, were experiencing academic procrastination. Participants were selected using theoretical sampling. Data were collected using semi-structured interviews.The results of the data analysis indicated that psychological factors, perfectionism, experiential avoidance, internet addiction, and cultural-social factors were identified as the main causes of academic procrastination according to the interviewees. Additionally, the most important core and peripheral factors affecting academic procrastination included delay, indifference, laziness, impulsivity, and lack of concentration. Regarding coping strategies, self-actualization and time management were identified as the main strategies for reducing academic procrastination by the interviewees. Contextual factors influencing the application of these strategies included emotion management and behavior modification. Furthermore, strategic and macro-level interventions were identified as significant intervening factors in the process of coping with academic procrastination. Ultimately, the outcomes of these coping strategies included increased academic self-efficacy and improved students’ mental health

Nowadays, playing online games has become an integral part of the entertainment of male teenagers, so much so that for some of them, it is impossible to separate their lives from these types of games, and addiction to these games leads to these games. Studies have shown that some cognitive abilities such as appropriate executive functions and self-efficacy beliefs can be a deterrent and shock absorber of behavioral addictions similar to addiction to online games.

This study aimed to investigate the relationship between executive functions and academic self-efficacy with online game addiction.

The method of the present study was descriptive and correlational. The statistical population of this study consisted of all high school adolescents in Tehran in the academic year 2023-2024. The sample consisted of 250 high school students in Tehran who were selected by multi-stage cluster sampling. Data were collected using the Internet Gaming Disorder Questionnaire (Pontes et al, 2014), the Cognitive Abilities Questionnaire (Nejati, 2013), and the Academic Self-Efficacy Questionnaire (Morgan-Jinks et al., 2004). The collected data were analyzed using SPSS.27 software using Pearson correlation coefficient and multivariate regression.

The results of the Pearson correlation coefficient showed that there is a negative and significant relationship between academic self-efficacy and executive functions with online game addiction (P< 0.05). The results of multiple regression showed that 20% of the variance of online game addiction is explained by executive functions and academic self-efficacy.

Therefore, executive functions and academic self-efficacy have many practical implications in the fields of research, etiology, and treatment of addiction to online games.

In today's era, one of the main concerns of educational systems is students' achievement of deep and meaningful learning. In this regard, this research was conducted with the aim of investigating the relationship between the cognitive activation and cognitive learning strategies with the role of mediating of Academic Self-Efficacy and achievement emotions among students.

In terms of its fundamental objective and in terms of the data collection method, the present study was a descriptive correlational study, specifically a structural equation modeling study. The statistical population of the study included all students of Lorestan University in the academic year 2022-2023, totaling 4439 people, of whom 400 people were selected as the sample size through a random cluster phased approach. In the present study, the questionnaires of motivational strategies for learning by Pintrich et al. (1991), cognitive activation by Fawth et al. (2014), academic self-efficacy by Patrick et al. (1997), and emotions of achievement by Pekran et al. (2005) were used to collect information. Data analysis was performed using structural equation modeling and using Spss-26 and Amos-24 software.

The findings of the present study showed that cognitive activation has a direct and significant effect on cognitive strategies in learning (P<0.01). Also, the variables of academic self-efficacy and emotions of achievement also have a direct and significant effect on cognitive strategies in learning (P<0.01). In addition, cognitive activation indirectly through academic self-efficacy and emotions of achievement has a significant effect on cognitive strategies in students' learning (P<0.05).

Based on the findings of the present study, it can be concluded that by applying cognitive activation through academic self-efficacy and emotions of achievement in educational environments, cognitive strategies among students' learning can be improved.

 Improving academic variables, especially academic achievement motivation and academic self-efficacy can play an effective role in improving students' academic performance. Therefore, the aim of this study was to determine the effectiveness of self-regulated learning strategies teaching on academic achievement motivation and academic self-efficacy of sixth grade male students.

Methods and Materials:

 This research was a quasi-experimental with a pretest, posttest, and follow-up design with a control group. The study population was sixth grade male students of Iranshahr County in the academic years of 2022-2023. Number of 40 children after reviewing the inclusion criteria were selected with using a multistage cluster sampling method and randomly assigned to two equal groups. The experimental group received 8 sessions of 90 minute by self-regulated learning strategies teaching, and the control group received no training. The research instruments were included the academic achievement motivation questionnaire (Hermans, 1970) and academic self-efficacy scale (Jinks and Morgan, 1999), and the data were analyzed with using analysis of variance by repeated measures method and Bonferroni post hoc test in SPSS-23 software.

 The findings showed that self-regulated learning strategies teaching increased the components of academic achievement motivation, including confidence, perseverance, foresight, and hardworking, and the results remained in the follow-up stage (P<0.05). Also, self-regulated learning strategies teaching increased the components of academic self-efficacy, including effort and context, and the results remained in the follow-up phase (P<0.05), but it did not have a significant effect on the talent component in the academic self-efficacy variable (P>0.05).

 Considering the effectiveness of self-regulated learning strategies teaching on improving students' academic achievement motivation and academic self-efficacy, planning to use this educational method to improve academic variables is essential.

The purpose of the present study was to determine the mediating role of academic self-efficacy in the relationship between diffusion academic identity, ambivalent attachment style and adaptive cognitive emotion regulation strategies with addiction to social networks among students. This study was descriptive-correlation research. The statistical population was female students in Tehran city in year academic 2023-2024. The sample size was selected and with random cluster sampling of 600 students. Data collection tools included the social networking addiction scale (SNAS), academic identity status questionnaire (AISQ), revised version adult attachment scale (RAAS), cognitive emotion regulation questionnaire (CERQ) and academic self-efficacy questionnaire (ASEQ). Data were analyzed using Pearson correlation and structural equations modeling. The data analysis software was SPSS version 28 and AMOS version 26. The results showed direct effect diffusion academic identity, ambivalent attachment style and adaptive cognitive emotion regulation strategies were significant on addiction to social networks. Also, the results showed that academic self-efficacy had a mediating role in relationship between diffusion academic identity, ambivalent attachment style and adaptive cognitive emotion regulation strategies with addiction to social networks. Based on the results of this research, it is suggested that the relationship between these variables should be taken into consideration in interventions addiction to social networks in students.

The purpose of this study was to discrimination forecast of academic well-being based on self-compassion, happiness and academic self-efficacy. The research approach had a practical aim and correlational data collecting. The statistical population of the research was all students of high school in Tehran city in academic year of 2021-2022. The sample size is 443 people based on Morgan's table by multi-stage cluster sampling method and were selected as samples and they were asked to academic well-being questionnaire (AWBQ) of Tuominen-Soini and et al (2012), short form of the self‐compassion scale (SF-SCS) of Raes and et al (211), oxford happiness questionnaire (OHQ) of Hills and Argyle (2002) and academic self-efficacy questionnaire (ASEQ) of Jinks and Morgan (1999). For this purpose, 74 students with low academic well-being and 87 students high academic well-being were selected and discriminant analysis and SPSS-26 software was used for analyzing data. The results of analysis showed that by self-compassion, happiness and academic self-efficacy can help to academic well-being and function discriminant analysis assigned 90/1 percent of the students with high and low academic well-being.

The purpose of this research is to compile a structural model of social adaptation based on parenting styles and emotional intelligence with the mediating role of self-efficacy and mental health of high school boys. The current research with applied goals and research design was a correlation of the structural equation model that investigated simultaneously between predictor, criterion and mediator variables. Also, in terms of the method of collection, the data was cross-sectional and the statistical population included all male students of the second year of high school in Mahabad city in the academic year 1402, of which 322 people were selected as available samples. To collect information, Sinha's adjustment questionnaire (1993), Goldberg's general health (1972), Morgan and Jinks' academic self-efficacy (1999), Baumrind's parenting methods (1973) and Schott's emotional intelligence (1998) were used. The statistical technique used in this research, according to the type of research, was the structural equation model method of the complete latent variable type. For statistical analysis of data, Spss software version 26, Amos software version 24 and R software (lavaan and mvnormtest packages) were used. The obtained results showed that all six predictor variables (academic self-efficacy, mental health, emotional intelligence and three permissive, authoritarian and decisive parenting styles) have a significant role on the social adjustment variable at the error level of 0.05. Also, the variables of mental health, emotional intelligence and the three parenting styles of permissive, authoritarian and assertive had a significant effect on the variable of academic self-efficacy. In examining the indirect effects of variables on social adjustment, the results showed that mental health, emotional intelligence and the three parenting styles permissive, authoritarian and decisive have a significant effect through the mediating variable of mental health .Keywords: Emotional intelligence, mental health, social adjustment, high school boys, academic self-efficacy, parenting styles

  Studying and reading different subjects is not considered an attractive and pleasant activity for teenage students, and it is usually not at the top of their priority list, because most of the time, it is associated with disappointing and anxiety-provoking experiences.Therefore, the aim of the present study was to determine the predictive role of social relationship in test anxiety through the mediation of role of academic self-efficacy. A descriptive-correlation research method was used. The study population included all high school students in Yazd (16,401) n the academic year 2020-2021. A total of 414 students were selected by multi-stage cluster random sampling. The students responded to the scales of Revised Social Relationship Lee et al. (2001), Academic Self-Efficacy Morgan and Jinks (1999), and Test Anxiety Friedman and Jakob (1997). The data were analyzed by descriptive and inferential statistical methods (in the form of structural equation modeling). The results of the structural equation modeling showed that social relationship directly and indirectly (mediated by academic self-efficacy) and inversely plays a role in predicting test anxiety. Overall, the findings indicated that effective social relationship can play a positive and effective role on students' academic and emotional outputs. According to the results obtained in this study, it seems that the decision makers and officials of the educational system should pay more attention and sensitivity than before to the issue of interactions and communication of teenage students at home and school and make effective decisions and actions in order to in this way, they can provide a suitable background for their growth and development in the future.

The purpose of the present study was to investigate the relationship between attachment styles, parenting and tolerance of failure with academic self-efficacy in secondary school girls in Tehran. The descriptive research method is correlation type. The statistical population includes girls in the second year of high school who referred to the health centers of Shemiranat region of Tehran in the academic year of 2023-2024. 250 people were selected as a sample using the voluntary non-random sampling method, and they were asked Armsden and Greenberg Attachment Questionnaires. (1987), Bamirand's Parenting Style (1967), Harrington's Failure Tolerance (2005) and Academic Self-efficacy by Jink and Morgan (1999) answered. Data analysis was done using Pearson's correlation coefficient and multiple regression. The results of the research showed that academic self-efficacy has a positive and significant relationship with the attachment style of trust (0.44) and communication (0.39). Also, academic self-efficacy has a negative and significant relationship with alienation attachment style (-0.51). Academic self-efficacy has a negative and significant relationship with authoritarian (-0.52) and free (-0.59) parenting style. Also, academic self-efficacy has a positive and significant relationship with authoritative parenting style (0.44). Tolerance of failure has a positive and significant relationship with academic self-efficacy (0.61). According to the findings of this research, it can be said that school counselors can pay attention to the parenting style of parents and the attachment style of parents to solve the problems of academic self-efficacy and tolerance of student failure.

The aim of the present study was to investigate the mediating role of academic engagement in the relationship between personality traits and self- worth with academic self-efficacy in male high school students. In a correlational design, 306 male secondary school students of Gonabad city were selected in the year of 2023 with a multi-stage cluster sampling method, and the questionnaires of Neo personality traits (1985), self-worth by Krueger et al(2003), self The academic efficacy of Morgan and Jenks (1999) and the academic engagement of Rio (2013) were completed. Data analysis was done with Pearson correlation and structural equation modeling. The hypothesized model had a good fit with the data. The results showed that academic engagement plays a mediating role in the relationship between personality traits and self-esteem with academic self-efficacy, and self- worth has a greater indirect effect on academic self-efficacy, and the direct effects of personality traits and self- worth on academic self-efficacy were greater than their indirect effects through academic engagement. Based on this, it can be concluded that students' academic self-efficacy can be increased due to the relationship between personality traits and self-worth with academic involvement, and this issue is a positive predictor for students' academic self-efficacy.

 The purpose of this study was to investigate the relationship between achievement goal orientation and academic engagement, by examining the mediating functions of perceived school climate and academic self-efficacy. The method of research was descriptive – correlational Type of path analysis and the statistical population included all students of all secondary school students of khorammabad in the academic year 2021-2022, that among the samples, 334 students are entered to the analysis by were selected using random cluster sampling. The data are collected by Achievement Goal Questionnaire Scale Elliot and McGregor (2002), School Climate Perception Scale Jia and et.al (2009), Academic Efficacy Scale Patrick, Hicks and Ryan (1997) and Study Engagement Scale (Reeve, 2013). The path analysis method was used to evaluate the relationships between variables. The results show that both mastery-approach goals and performance-avoidance goals have a positive, direct, predictive effect on students’ academic engagement. Additionally, both goal orientations indirectly predict academic engagement through perceived school climate and academic self-efficacy, separately. This study highlights the role of environmental as well as personal factors in facilitating self-regulated learning among students.

The purpose of the present study was to investigate mediating role of academic self-efficacy in the relationship between achievement academic identity, secure attachment style and maladaptive cognitive emotion regulation strategies in students. This was descriptive-correlation research with structural equations modeling. The statistical population was female students in Tehran city in year academic 2023-2024. The sample size was selected and with random cluster sampling of 600 students. Data collection tools include the social networking addiction scale (SNAS), academic identity status questionnaire (AISQ), revised version adult attachment scale (RAAS), cognitive emotion regulation questionnaire (CERQ) and academic self-efficacy questionnaire (ASEQ). Data were analyzed using Pearson correlation and structural equations modeling with SPSS version 28 and AMOS version 26. The results showed direct effect of chievement academic identity (β= -0.15 and sig=0.001), secure attachment style (β= -0.23 and sig=0.001), maladaptive cognitive emotion regulation strategies (β=0.48 and sig=0.001) and academic self-efficacy (β= -0.43 and sig=0.001) were significant on addiction to social networks. Also, the results showed that academic self-efficacy had a mediating role in relationship between chievement academic identity (β= -0.34 and sig=0.001), secure attachment style (β= -0.26 and sig=0.001) and maladaptive cognitive emotion regulation strategies (β= 0.29 and sig=0.002) with addiction to social networks. Based on the results of this research, it is suggested that the relationship between these variables should be taken into consideration in interventions addiction to social networks in students and cyber psychologists can use the results of such research to help students with addiction to virtual social networks.

This study examined the mediating effect of achievement emotions on the relationship between academic self-efficacy and academic well-being among male and female university students.
 
In this correlational study, 300 students (150 male and 150 female) were selected through available sampling and responded to the Academic Self-Efficacy Questionnaire (ASE, Zajacova, Lynch & Espenshade, 2005), the Achievement Emotions Questionnaire-Revised (AEQ-R, Abdollahpour, 1394), the Schoolwork Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012), and the School Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). Structural equation modeling was used to assess the hypothesized model.
 
The results indicated that the partially mediated model of positive and negative achievement emotions in the relationship between academic self-efficacy and academic well-being fit the data well. All regression weights in the hypothesized model were statistically significant, except for the path coefficients related to the direct effects of academic self-efficacy on academic engagement and academic burnout. The model's predictors accounted for 61% of the variance in academic engagement and 59% of the variance in academic burnout.
 
These findings provide additional and complementary support for the control-value theory of achievement emotions, predicting academic well-being as a qualitative indicator of students' academic success through academic self-efficacy beliefs.

Value-control theory has been used in recent years to predict academic emotions. However, academic boredom as one of the negative emotions has been less investigated. Therefore, the aim of the current research was to test the validity of the value-control theory in predicting academic boredom in the mathematics course of first year high school students. The method of this research was descriptive (causal modeling). The statistical population included all the first tuberculosis students of the second year of secondary school in Urmia city, of which 384 people were selected as a statistical sample using a multi-stage cluster random method. Data were collected using the questionnaires of academic boredom by Acee et al. (2010), academic control by Perry et al. (2001), academic motivation by Vallerand et al. (1992), educational value, academic self-efficacy by Owen and Fronman (1998), and self-regulated learning by Pintrich & De Groot (1990). SPSS23 and Amos26 software were used for data analysis. Data analysis was done using Pearson correlation and structural equations. The findings showed that the components of control-value theory have a significant negative relationship with academic boredom. Based on structural model fit indices, value-control theory was a valid model to explain academic boredom in mathematics. Therefore, it is suggested that those involved in the field of education should inform teachers and students about the components of value-control theory as effective factors in the process of classroom education, so that the probability of academic boredom will decrease.

The aim of the current research was to explain the structural model of the relationship between personality traits and self-worth with academic self-efficacy through the mediation of students' motivation to progress. In a structural equation and correlation design, 306 male students of the second secondary school in Gonabad city were selected in the academic year of 2021-2022 with a multi-stage cluster random sampling method, and the questionnaires of Neo's personality traits (1985), self-esteem questionnaires of Kroker et al. (2003) , Morgan and Jinks' (1999) academic self-efficacy and Hermans' (1977) achievement motivation completed. Data analysis was done with Pearson correlation and structural equation modeling with SPSS.27 and AMOS.24 software. The hypothesized model had a good fit with the data. The results showed that personality traits and self-esteem have a significant direct and indirect effect on academic self-efficacy (P≥0.01). And the direct effect of these variables on academic self-efficacy is more than its indirect effect. Also, the comparison of direct and indirect effects shows that motivation to progress in relation to personality traits and self-worth plays a mediating role with academic self-efficacy, and self-worth (P<0.01) compared to personality traits ( P>0.05) has a greater indirect effect on academic self-efficacy. Based on this, it can be concluded that students' academic self-efficacy can be increased due to the relationship between personality traits and self-worth with the motivation to progress, and by strengthening the motivation to progress, the relationship between personality traits and self-worth can be strengthened with students' academic self-efficacy.

This study aimed to determine the effectiveness of schema-based training in the area of autonomy and impaired performance on academic self-efficacy and achievement motivation among female middle school students. The statistical population included female students of the first period of middle school in Tehran province for the academic year 1400-1401. The research method was applied in terms of purpose and semi-experimental in terms of general design, with pre-test, post-test, and control group. Using a multi-stage cluster random sampling method, two schools were selected. From each grade in each school, 10 students were randomly chosen, totaling 60 students, who were then placed in experimental and control groups. Both groups responded to the academic self-efficacy questionnaires by Jerry Jing and Morgan (1999) and achievement motivation by Hermans (1977). The experimental group underwent 9 training sessions. The training package, based on schema, was developed by the researcher and had content and face validity, qualitatively and quantitatively determined by a panel of 10 experts with two validity coefficients: Content Validity Ratio (CVR) and Content Validity Index (CVI). Data analysis was performed using the multivariate analysis of covariance (MANCOVA) test. Results showed that schema-based training significantly and positively affects academic self-efficacy and achievement motivation (p<0.01).

The aim of this study was to present a model of relationships between mindfulness, dark personality and academic competence on mental rumination with the mediating role of students' academic self-efficacy. The statistical population of this study included high school students in Shiraz, of which 382 Samples were selected. The instruments used in this study include standard questionnaires of teacher interaction with students Murray and Zovich (2010), Ginger and Morgan (1999) academic self-efficacy, Johnson and Webster's Dark Personality Triangle (2010), Huxma and Murrow (1991), rumination, Freiburg mindfulness was the short form of Ghasemi Jobneh et al. (2015), Deperna and Elliott (1999) academic competence. The collected data were analyzed by path analysis method. The results showed that the most direct effect of dark personality on rumination (0.25) and the least direct effect of mindfulness on self-efficacy (0.17) and mindfulness on rumination (-0.17), academic competence on Academic self-efficacy (0.17) and teacher-student interaction on academic self-efficacy (0.17). In addition, the most indirect effect is related to the effect of dark personality on rumination (0.04), academic competence on self-efficacy (0.04). And academic competence on rumination (-0.04) and the least indirect effect is related to the effect of mindfulness on rumination (-0.03) and teacher interaction with students on rumination (-0.03). Finally, the most The total effect is related to the effect of dark personality on rumination (0.29) and the lowest total effect is related to the effect of teacher interaction with students on rumination (-0.03).