academic progress

Academic Buoyancy, feeling of belonging to school and academic self-concept are important factors in the field of education that can affect the academic progress of students in various ways. The purpose of predicting academic progress was based on academic vitality, enthusiasm for School, sense of belonging to school with the mediation of academic self-concept in students. The research method was correlation and structural equation model. The statistical population of The research was female students of the second year of elementary school in Tehran in the Academic year of 1401-1402. The research sample was 308 students who were selected by Multi-stage cluster sampling method. Students completed the questionnaires of Dehghanizadeh And Chari's academic vitality (2013), sense of belonging to the school of Barry, Betty and Watt (2004), enthusiasm for the school of Wang, Wilt and Eccles (2011) and academic self-concept Of Yesen Chen (2004); And the academic progress was determined based on the average of the Previous semester of the students. Data analysis was done in the form of path analysis with AMOS software. The results showed that the relationship between feeling of belonging to the School and academic self-concept and academic achievement was not significant. The total path Coefficient between academic vitality and academic achievement and the total path coefficient Between enthusiasm for school and academic achievement were significant.

The purpose of this research was the effectiveness of group reality therapy training on responsibility, academic progress and happiness of female students. This study was conducted as a semi experimental method of pre-test, post-test with two experimental and control groups. The statistical population of this research consisted of all female students in the first and second grade of non-profit high schools in Pakan. Among them, 30 people were selected by available sampling method. Then they were randomly divided into two experimental and control groups. Data collection tools included Lewis's responsibility questionnaire (2001), Pham and Taylor's (1999) academic progress, Oxford Hills and Argyle's happiness (2002) and the reality therapy group counseling plan summary taken from Shafiabadi and Naseri (2018). The statistical method of the present study was analysis of covariance. Data were analyzed using SPSS version 26 software. In general, the results of this research showed that group reality therapy training is effective on the responsibility, academic progress and happiness of female students. In this regard, schools and counseling centers in education can play a prominent role with group reality therapy training in order to improve responsibility, academic progress and happiness of female students.

The purpose of this research was to compare the effectiveness of group counseling with cognitive therapy based on mindfulness, self-compassion, and family resilience of mothers of children in education. This research was semi-experimental with a pre-test and post-test with a control group and a follow-up period of 5 months. Sampling was done by simple random sampling. From the list of the statistical population (24) people were selected using random numbers and were placed in two experimental groups of cognitive therapy based on mindfulness, the control group. The educational intervention was conducted using Crane's educational package (2011) in 8- 2-hour sessions for the experimental group. The method of data analysis was multivariate analysis of covariance (ANOVA). The software (SPSS 22) was used for data analysis. Self-compassion, Neff (2003) and Sixby (2005) family resilience questionnaires were used as tools. The results showed that cognitive therapy based on mindfulness in the form of group counseling increases self-compassion and family resilience. Mothers of educated children have an effect and this effect was stable in the 5-month follow-up phase. According to the findings of this research, it is possible to use the cognitive therapy group counseling method based on mindfulness to increase self-compassion and family resilience.

regulating and self-motivation strategies of first year high school girl students and their mothers' perfectionism. Method of the study is descriptive-correlation and The statistical population was all the first high school students and their mothers in each Isfahan, the number of students was 1846, and considering that the components of the questionnaires are 10 and for each component, 20 people are sufficient for the sample size; Therefore, the sample size is 200 people and they were selected by multi-stage cluster confirmation sampling method, and self-regulation strategies questionnaires by Miller and Brown (1999), Barkley's self-motivation questionnaire (2012) and Ahvaz Najarian et al.'s perfectionism questionnaire. (2007) completed APS Pearson’s coefficient of correlation and Stepwise Regression were used as Data analysis statistical methods The results showed that the contribution of self-regulation and self-motivation strategies in predicting academic progress was significant and 24% and 36%, respectively, were fixed on academic progress. However, the perfectionism of students' mothers could not predict the academic progress of female students.

One of the important issues in the field of educational psychology is the relationship between parents' marital compatibility and students' academic performance. To explain the relationship between marital adjustment and academic performance, it is necessary to identify mediating factors between them. A possible factor is student happiness. However, no study has investigated the structural relationship between marital adjustment and academic performance of students with the role of happiness mediator.

The aim of the present study was to investigate the structural relationship between parents' marital compatibility and children's happiness with their academic performance.

The current research was descriptive, of correlation and structural equations type. The statistical population includes high school students of Farhang, Imam Hossein (AS), and Shahid Esfahani high schools in Babol city in the academic year 2021-2022, among which 300 students were selected by multi-stage cluster random sampling. To gather data, we utilized two questionnaires: the Oxford Happiness Questionnaire (Argyle Valley, 1990) and Graham Biaspanier's Marital Compatibility Questionnaire (1976). For evaluating academic progress, we analyzed students' first-semester grade point average using descriptive statistics methods (frequency, mean, and standard deviation) and inference from structural regression equation modeling. The data was analyzed with the help of spss18 and amos23 software.

The research model has been approved, and it shows that the academic achievement variable can be explained by two predictability variables (R2=0.48), namely marital adjustment and happiness. These variables have both direct and indirect effects, and are statistically significant at a level of 0.05.

Considering the significance of the relationships between the investigated variables, the results of the present research emphasize the necessity of the role of marital adjustment and the behavior of learners with regard to happiness with the educational system, which can be used as a framework for designing educational programs in order to strengthen marital adjustment and academic performance of students.

With the rapid growth of technology, universities must adapt to it and constantly use technology as a tool for growth. The purpose of this study is to investigate the effect of the seven computer skills on the academic progress of undergraduate accounting students of Payam Noor University, Bafeq. The statistical population of the study was 200 people, and using Morgan's table, the minimum required statistical sample size was determined to be 132 people. The current research is applied in terms of its purpose and it is descriptive-research in terms of data collection. To collect the data, a researcher-made questionnaire tool was used, and SPSS19 software and Pearson and Chi-do test were used to analyze the data and test the research hypothesis. In this research, three hypotheses of the relationship between the seven computer skills with executive activities, English language learning, academic progress and research affairs were investigated, and the results show a direct and positive relationship between the seven computer skills with executive activities. Learning English was the academic progress and research affairs of the students and there were no reasons to reject the mentioned hypotheses. Key words: ICDL, academic progress, accounting students, learning

The present study was conducted with the aim of investigating the relationship between mindfulness and academic progress based on the mediating role of students' emotion regulation in 1400. The statistical population of this research includes all students of the second high school level in Tehran in the academic year of 2001-2001. Using Cochran's formula, the number of sample members is considered to be 365, who were selected by random sampling of multi-stage clusters.the main data of this research was obtained using the emotion regulation scale of Garnevsky et al. (2001), the Freiburg Mindfulness Questionnaire, and the Pham and Taylor (1994) academic achievement questionnaire. Descriptive statistics (central indices, skewness and kurtosis) and inferential statistics (structural equation modeling) were used in data analysis. The results of the research indicated that there is a relationship between mindfulness and academic progress with the mediating role of emotion regulation in students.

The present study was conducted with the aim of investigating the relationship between mindfulness and academic progress based on the mediating role of students' cognitive flexibility in 1400. The statistical population of this research includes all students of the second high school level in Tehran in the academic year of 2001-2001. Using Cochran's formula, the number of sample members is considered to be 365, who were selected by random sampling of multi-stage clusters. The main data of this research was obtained by using cognitive flexibility scale of Dennis et al., Freiburg Mindfulness Questionnaire and Pham and Taylor's Educational Achievement Questionnaire. Descriptive statistics (central indices, skewness and kurtosis) and inferential statistics (structural equation modeling) were used in data analysis. The results of the research indicated that there is a relationship between mindfulness and academic progress with the mediating role of cognitive flexibility in students.

The purpose of this research is to investigate the effectiveness of positive cognitive behavioral therapy on positive and negative affection and academic progress of adolescents with cyberspace addiction in Tehran. The research method is semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research was formed by all the teenage girls of secondary schools in Tehran in 1401, from among them, 30 people were selected by purposeful sampling and randomly assigned to an experimental group (15 people) and a control group (15 people). The experimental group of positive cognitive behavioral therapy was trained for 10 sessions of 60 minutes, and the control group remained on the waiting list. In order to collect information, the positive and negative affection questionnaire (Watson et al., 1988) and students' GPA were used to measure academic progress. The analysis of the information obtained from the implementation of the questionnaire was done in two descriptive and inferential parts (analysis of covariance). The results showed that positive cognitive behavioral therapy increased positive affection and decreased negative affection in teenagers with cyberspace addiction. Also, the results showed that positive cognitive behavioral therapy has improved the academic progress of adolescents with cyberspace addiction. The results of the research show that positive cognitive behavioral therapy has an effect on positive and negative affection and the academic progress of adolescents with cyberspace addiction, and it is suggested as an effective intervention for these people.

With the Covid 19 epidemic; Educational centers were forced to use web-based education, and teachers' attitudes towards this type of education and their media and information literacy are among the requirements of education to realize the progress of students, so this research aims to investigate the relationship between The media and information literacy of teachers and their attitude towards web-based education was carried out with the academic progress of students in the era of Corona.
The descriptive research method was correlation type. Statistical Society; 294 students and 332 teachers were selected to determine the sample size using Cochran's formula, which due to the spread of Coronavirus and the lack of access to all Samples was used from the available sampling method. Research tools; Yazdani's media literacy questionnaire (2013), Vatanparast et al.'s (2015) attitude toward web-based education questionnaire, Pham and Taylor's (1990) academic achievement questionnaire, whose validity is through face validity and reliability by Cronbach's alpha (0.91) was evaluated. Pearson's correlation coefficient and factor analysis were used to analyze the data.
The results showed that there is a difference between media and information literacy of teachers to web-based education with students' academic progress (0.352), between teachers' information needs (0.626), teachers' information location (0.157), and information evaluation. teachers (0.266), organization of teachers' information (0.230), exchange of teachers' information (0.213), teachers' interest in working in the virtual environment (0.214), anxiety to work in the teachers' virtual environment (171) -0.0) and there is a positive correlation between the importance of teachers' virtual training (0.133) and the academic progress of students during the Corona era in 2021.
Based on the findings, it can be concluded that increasing teachers' media and information literacy and their attitude towards web-based education leads to students' academic progress.

The purpose of this study was to investigate the relationship between emotional intelligence and academic achievement in fourth grade students. The research method was applied according to the objective and descriptive-correlation according to the data collection method. The statistical population included a number of female students of the fourth grade of primary school in Quds city in the academic year 2018-2019, of which 80 students were selected by non-random-purposive sampling method. Bar-on (1986) and Pham and Taylor's (1994) academic achievement questionnaire were used to collect data. The validity of the questionnaire was calculated using content validity and also reliability through Cronbach's alpha coefficient, and the results indicated the validity and reliability of the questionnaires. Data analysis was done through descriptive and inferential statistics (Pearson's correlation coefficient test) using Spss-V23 software. The findings showed that there is a positive and significant relationship between emotional intelligence and academic achievement (R=0.36). In general, it can be concluded that the education organization and teachers can influence the academic progress of students by strengthening and promoting emotional intelligence in childhood with organized plans.

The purpose of this research was to investigate the relationship between academic enthusiasm and spiritual intelligence with the academic progress of high school students in Kohdasht city. The research was carried out by correlation method. The statistical population included all the students of the second year of high school in the academic year of 2017-2018 in Kohdasht city, and the sample group consisted of 250 people who were randomly selected using a multi-stage cluster sampling method. To collect information, the Academic Enthusiasm Questionnaire (AEQ) by Fredericks et al. (2004), the Spiritual Intelligence Questionnaire (SISRI-24) by King (2008) and the Academic Performance Questionnaire by Pham and Taylor (1999) were used. Statistical analysis was done using SPSS-23 statistical software. The findings showed that there is a significant relationship between academic enthusiasm and spiritual intelligence with academic progress (P<0.001). Therefore, it is important and necessary to pay attention to spiritual intelligence and academic enthusiasm in students' academic performance.

The purpose of this study was to investigate the effectiveness of educational games on the academic achievement of elementary school students in the Persian language. This research is an experimental and quasi-experimental research. In this method, the pre-test-post-test design with the control group consists of two groups of test and control. The statistical population of this study was all primary school students in the city of Khomein in the academic year of 2016-17, their number is 1841 people. The method of sampling is randomly clustered. In this way, three elementary schools were selected randomly from Khomeini elementary schools, and then a class was selected from each school. Considering that the research method of this research is quasi-experimental, the sample size was selected in each group of 15 people. To answer these hypotheses 1 and 2, the reading and writing skills test in the Persian language was used. Kim-Karad visual memory test was used to measure the matter reminders. Images were used to measure the understanding of words and words. Also, to analyze the data, covariance analysis was used and the results showed the effectiveness of educational games on increasing the academic achievement of first grade elementary students in the Persian language.

Countries educational systems (including education and higher education) as the two important institutions in country play the role of, fostering skilled and expert people. Regarding researchers disagree about student selection methods at universities and importance of higher education in community, this research has been conducted to address the research gaps. This research goal was two compare the role of diploma average and entrance exam rank in predicting the students’ academic progress at university of guilan and people in the study were 3035 students (1858 girls and 1194 boys) which had entered to this university. Research data were extracted through examining the students’ background and were analyzed by Software Spss. Achieved results from hierarchical regression analysis showed that diploma average and entrance exam rank are significant predictors of academic progress at university. This research results were achieved by regarding the faculties of education place indicating different effective patterns of diploma average and entrance rank on students academic progress. The implications of this research have been examined by authorities and policymakers of national tests for accepting student.

The   present research is to define an anticipation model of academic progress   based on personality traits mediated by academic skills using structural   equation modeling. Multistage cluster sampling method was conducted in Shahid   Beheshti University of Medical Science to select a sample of 419 students to   complete the Revised NEO Personality Inventory (NEO PI-I). To explore   relationships among variables, structural equation method was applied. The   structural model among variables (academic progress, academic skills and   personality traits ) indicated goodness of fit. The results showed   coefficient of relationship between emotional instability and academic   progress as negative and coefficients related to other traits as positive.   Furthermore the coefficient of relationship between personality trait of   openness to experience and academic progress was not significant. Also, the   results supported the research hypothesis about the mediating role of   academic skills respected to the relationship between personality traits and   academic progress.

one influential way in education process is using autobiography and thought pause on the students` concentration and academic progress .Since autobiography and thought pause plays an important role in harnessing individuals` emotions and encouraging individuals to assume responsibility , it can be used to help children to have progress in the academic situation this research with survey method, two test group were tested in autobiography and thought pause and in control group. The statistical sample consisted of all second grade high school girls of the first zone of Hamadan That theyenrolled in the academic year 94-93, of whom 75 were chosen in simple sampling method. In data analysis, multivariable covariance test was used and test prerequisites such as kolmogrov-Smearnov ,scatter chart, Leven test and M.Box were performed before the main test.The results of the average score of the first and second period of students show that teaching autobiography and thought pause leads to great concentration and academic progress