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In today's era, education is an important part of people's lives. The quantity and quality of students' education is affected by various factors in the family and school. In this regard, the aim of this study was to investigate the relationship between parents' parenting style and academic achievement through the mediation of students' self-esteem. The descriptive research method was correlation type. The statistical population of this research included all the parents and elementary school boys of Bowanat city, from which 398 people were selected as a sample by simple random sampling. The required data were collected using Pham and Taylor's educational achievement questionnaire (1994), Baumrind's parenting styles questionnaire (1973) and Rosenberg's self-esteem questionnaire (1965). Descriptive and inferential statistics (structural equations) were used to analyze the data. The results showed that permissive parenting style and authoritarian parenting style of parents have a significant (inverse) decreasing effect on academic progress and self-esteem of students, also the results showed that authoritarian parenting style has an increasing (direct) and significant effect on academic progress and self-esteem. has students Also, self-esteem has a direct and meaningful relationship with academic achievement and plays a mediating role in the relationship between parenting style and academic achievement. According to the results, it can be said that teaching authoritative parenting style to parents by educational institutions can be effective on the quality of academic progress and self-esteem of students.

The current research was conducted with the aim of investigating the relationship between computer games on the level of violent behavior and its effect on the self-steem of students in the second grade of elementary school in the schools of District 2 of Tabriz. The current research was an applied research in terms of its purpose and correlational in terms of its descriptive method. The statistical population of the research was made up of all the students in primary school in the schools of District 2 of Tabriz, whose number was 960. The sample size was 275 people using Cochran's formula and the samples were selected using simple random sampling method. The data collection tools in this research included Wang and Chang's (2002) computer games questionnaire, Cooper Smith's self-esteem scale (2000) and Mansour's violent behavior questionnaire (2014). In the executive part of this research, after the necessary coordination with education, the importance and objectives of the study were discussed. After obtaining the cooperation of the authorities, the questionnaire was given to the primary school students and the necessary explanations were given in the field of questionnaires and they were asked to answer the questions raised in the questionnaire. In this research, to analyze information from descriptive statistics indicators (prevalence, percentage, cumulative percentage and graph) and inferential statistics methods (correlation and regression) were used to test hypotheses using SPSS26 software. The gender description of the respondents showed that 117 (42.5%) of the respondents were female and 158 (57.5%) of the respondents were male. The description of the educational level of the respondents showed that 50 people (18.2%) of the respondents were in the fourth grade of primary school, 114 people (41.5%) were in the fifth grade of primary school, and 111 people (40.4%) were in the sixth grade of primary school. The results of the simple linear regression test showed that computer games with a regression coefficient of 0.72 can significantly predict violent behaviors among students, and computer games with a regression coefficient of -0.89 can significantly predict self-esteem behaviors among students. to predictKeywords: computer games, self-esteem, violent behaviors

Psychological issues are among the effective factors that affect job and family efficiency. Therefore, the present study was conducted with the aim of comparing self-esteem and depression in single and married shipping workers.

The research was descriptive-cross-sectional and post-event type. The statistical population included all single and married shipping employees of Tehran city in 2024, which were selected by available sampling method, 80 people (40 single employees and 40 married employees). Data collection was done with self-esteem questionnaire (Rosenberg, 1989) and depression questionnaire (Beck, 1996). The data were analyzed by multivariate variance analysis and SPSS version 26 software.

The results showed that there is a significant difference between the two groups of shipping workers in the studied variables including depression and self-esteem; In this way, in the group of married employees, self-esteem is significantly higher than single employees, and depression is at a lower level.

Considering the importance of psychological issues and the role they play in organizational productivity, it is necessary for those in charge to pay special attention to the psychological health of employees.

The purpose of this research was to investigate the effect of motor skills development on self-esteem and physical activity.

This research is a semi-experimental method and has an applied purpose. The statistical population of this research was made up of all male students aged 7 to 10 in the elementary school of Mazandaran province in the academic year of 2021-2022, and a simple random sampling method was used to determine the sample size. In this study, 30 students were selected in two groups of 15 control and  experimental group. Data collection tools included the Cooper Smith Self-Esteem Questionnaire - Short Form (1967) and the International Physical Activity Questionnaire for Children and Adolescents (IPAQ). The experimental group was trained for 36 sessions and each session lasted 30-45 minutes with the selected training program. Descriptive statistics and two-way analysis of variance were used to covariance.

The results showed that the development of movement skills had an effect on the self-esteem and the amount of physical activity of the students, but the research groups in the pre-test had lower scores in the variable of self-esteem compared to the post-test, but no significant difference was observed between the groups (05 P < 0.00) and this effect was not significant on the variable of physical activity (P < 0.05).

The authorities in charge of education and school administrators must strive to design guidelines for creating a healthy and suitable environment for education and developing health-oriented programs.

Critical thinking is one of the key skills in the teaching-learning process, which is influenced by self-esteem and information literacy, contributing to the improvement of educational quality. This study aims to examine the relationship between self-esteem and critical thinking, considering the mediating role of information literacy among primary school teachers in Jask.

This research is applied in nature and, given the topic, is a descriptive-correlational study. The statistical population consisted of all primary school teachers in Jask (N = 317). Based on Morgan's table and stratified random sampling, 175 teachers were selected as the sample. Data were collected using three questionnaires: Rosenberg's Self-Esteem Scale (1989), Ricketts’ Critical Thinking Questionnaire (2003), and Siamak & Davarpanah's Information Literacy Questionnaire (2009). The validity of the questionnaires was confirmed by experts, and their reliability was calculated using Cronbach's alpha coefficient: 0.764 for self-esteem, 0.882 for critical thinking, and 0.831 for information literacy. The results were analyzed using Pearson's correlation and structural equation modeling.

The results showed a positive and significant relationship between self-esteem and critical thinking (r = 0.64, p < 0.01). A positive and significant relationship was also found between self-esteem and information literacy (r = 0.57, p < 0.01), and between information literacy and critical thinking (r = 0.69, p < 0.01). Moreover, structural equation modeling revealed that information literacy plays a significant mediating role in the relationship between self-esteem and critical thinking.

It is often argued that every society needs individuals with high critical thinking skills to achieve growth and prosperity. To critically engage with various phenomena, these individuals must be equipped with the necessary information and knowledge beforehand, highlighting the relationship between critical thinking and information literacy. Critical thinking is best taught as a learning tool that equips teachers with essential reasoning and logical skills, preparing them for complex situations both inside and outside the classroom and providing them with the skills necessary for a better personal and professional life.

The present research aimed to identify the relationship between academic self-efficacy, self-esteem, family social support and academic resilience in gifted students.

The research method was descriptive-correlation. The research population included all gifted female students in the second year of high school (10th and 11th grades) in Tehran in the academic year) 2022-2023(. Overall, 181 people were selected as sample members using available sampling method. The participants responded to the Student Efficacy Scale (MJSES) (Jinks & Morgan, 1999), the perceived social support-family scale (Procidano & Heller, 1983), the academic resilience inventory (Samuels, 2004) and the self-esteem scale (Rosenberg, 1965). Data were analyzed using Pearson's correlation coefficient and regression statistical tests in SPSS24 software.

The findings showed that academic self-efficacy, self-esteem and social support of the family have a positive and significant relationship with academic resilience. Also the regression analysis results revealed that almost 58% of the variance of academic resilience of gifted students was accounted for by the variables of academic self-efficacy, self-esteem and social support of the family. It is predicted that among these, self-esteem with a variance of 0.38 has the largest contribution in predicting the variable of academic resilience.

It can be concluded that academic self-efficacy, self-esteem and family social support predict the academic resilience of gifted students in the form of a predictive model. Accordingly, it is necessary to pay attention to a set of intrapersonal factors (academic self-efficacy and self-esteem) along with extra personal factors (family social support) in creating academic resilience of gifted students. Finally, their resilience in the learning process can be increased by providing a platform for nurturing and creating these factors and responding to the psychological needs of learners.

The purpose of this research was to investigate the effectiveness of parent-child play therapy on self-esteem, social skills, and academic performance in Students with Attention-Deficit/Hyperactivity Disorder (ADHD). The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all Students with Attention Deficit/ Hyperactivity Disorder of the second period of Isfahan City in the academic year 2023-2024, of which 30 people (19 male students and 11 female students) were selected by convenience sampling method based on the entry criteria. They were randomly divided into experimental and control groups (15 people in each group). In order to collect information, Eysenck self-esteem inventory (ESI), social skills questionnaire (SSQ) and academic performance questionnaire (APQ) were used. The experimental group received 10 90-minute sessions of the parent-child play therapy program and the control group did not receive any program. To analyze the findings, univariate covariance analysis was used using SPSS-23 statistical software. The results showed that play therapy had a significant effect on increasing the level of self-esteem, social skills, and academic performance of Students with Attention Deficit/ Hyperactivity Disorder (P<0.05). Therefore, it is suggested that specialists provide a basis for improving the self-esteem, social skills and academic performance of these children by establishing a parent-child play therapy training program.

The present study aimed to examine the impact of academic self-concept, academic resilience, and academic engagement on academic performance, considering the mediating role of emotional self-regulation and the moderating role of self-esteem among students. The statistical population included all students of the Faculty of Educational and Human Sciences at Wasit University, Iraq, in 2023, from which a sample of 306 students (115 female and 185 male students) was selected through a multi-stage cluster random sampling method. Data were collected using the Academic Performance Questionnaire (Pham & Taylor, 1999), Academic Self-Concept Scale (Chen & Thompson, 2004), Academic Engagement Scale (Reeve & Tseng, 2011), Academic Resilience Scale (Samuels, 2006), Emotional Self-Regulation Scale (Hoffman & Kashdan, 2010), and Self-Esteem Scale (Rosenberg, 1965). The data were analyzed using Pearson correlation coefficient and structural equation modeling with SPSS-21 and AMOS-23 software. The results indicated that emotional self-regulation mediates the relationship between academic self-concept (P < .01), academic resilience (P< .01), and academic engagement (P< .05) with academic performance. Regarding the moderating role of self-esteem, the results showed that self-esteem could not play a moderating role among the studied variables. Based on the findings of the present study, it is recommended that higher education policymakers prioritize improving academic engagement and strengthening psychological variables such as self-regulation and contextual factors like academic self-concept and academic resilience to empower students to achieve educational goals and academic success.

Psychological well-being, characterized by positive emotions and overall life satisfaction, encompasses various domains such as family, education, and more. Riff’s model conceptualizes psychological well-being as a comprehensive developmental process that spans an individual’s lifespan. One construct related to consciousness that has been discussed for its impact on well-being is mindfulness. Mindfulness, defined as conscious, deliberate, and continuous attention in the present moment, is a burgeoning field of research in mental health. Empirical evidence suggests that teachers should employ mindfulness training to enhance students’ psychological well-being. Another variable addressed in this research is self-esteem, a crucial construct associated with a broad spectrum of psychological outcomes such as general psychological adjustment, positive emotions, social confidence, personal behavior, and life satisfaction. Research findings indicate a positive correlation between self-esteem and all dimensions of psychological well-being. To the best of the researcher’s knowledge, no study has directly or concurrently examined the relationship between the variables of the present study. The current research aims to compile and test this set of relationships in a model format. Accordingly, this study was conducted to investigate the relationship between mindfulness and psychological well-being, with self-esteem serving as a mediator. Research Hypothesis: The research hypothesis is as follows: Self-esteem mediates the relationship between mindfulness and psychological well-being.

The current research employs a correlational method to investigate the structural relationships between the research variables using the structural equation modeling. The research population comprised all undergraduate students of Islamic Azad University, Marvdasht branch, enrolled in the 2020-2021 academic year. Upon data collection and entry into the computer, SPSS-25 and AMOS-20 software were utilized. The sample size was determined to be 393 individuals, selected using the cluster sampling method. Initially, four faculties (Humanities, Basic Sciences, Technical Engineering, Educational Sciences, and Psychology) were randomly selected from the faculties of Islamic Azad University of Marvdasht branch. Subsequently, three classes were chosen from each faculty, and all students in these classes completed the questionnaires individually. It is worth noting that Kline’s recommendation (2016) was considered in determining the sample size. Kline (2016) suggests that the appropriate sample size for the structural equation modeling test should be 10 to 20 times the number of parameters of the research model. The inclusion criteria for the study were informed consent of the participants and enrollment in the specified academic year, while the exclusion criteria were a history of specific physical and mental illness (according to the subjects’ self-report) and incomplete questionnaires. The APA ethical code, comprising important principles and ethical standards, was adhered to in this research. The majority of participants in the current research were female, numbering 203 (51.65%), with an average age of 21.44 and a standard deviation of 3.25 years. Male participants numbered 190 (48.35%), with an average age of 21.30 and a standard deviation of 3.39 years.

The findings demonstrated a good fit between the research model and the collected data. Furthermore, the results indicated that the direct effects of mindfulness on self-esteem and psychological well-being, as well as the direct effect of self-esteem on psychological well-being, were significant. Notably, the impact of mindfulness on psychological well-being, mediated by self-esteem, was also significant. These findings suggest that self-esteem serves as a mediator in the relationship between mindfulness and psychological well-being.

This study aimed to explore the mediating role of self-esteem in the relationship between mindfulness and the psychological well-being of a student cohort. The findings related to direct relationships revealed a positive and significant direct effect of mindfulness on students’ psychological well-being. This outcome can be interpreted as mindfulness, through its role in promoting happiness, cheerfulness, and mental clarity, inherently fostering a positive and pleasant state in an individual. Indeed, it can be posited that mindfulness of events and experiences can be beneficial and effective for mental health. The study results also indicated a positive and significant direct effect of mindfulness on self-esteem. Individuals practicing mindfulness exhibit non-judgmental acceptance of their situation, which contributes to maintaining secure self-esteem. Additionally, the results revealed a positive and direct relationship between self-esteem and psychological well-being. In essence, self-esteem is positively correlated with all dimensions of psychological well-being. Individuals with higher self-esteem tend to have better psychological health and exhibit a reduced psychological response to stress. Regarding the primary hypothesis of the study, which postulated that “self-esteem plays a mediating role in the relationship between mindfulness and psychological well-being,” the present research validated this hypothesis. Given the results obtained and considering the role of mindfulness and self-esteem in explaining psychological well-being, it is feasible to enhance students’ psychological well-being by conducting educational workshops on mindfulness and self-esteem. Consequently, it is recommended that similar research be conducted in other universities, taking into account the ethnic, cultural, economic, and social lifestyle of the students to obtain more reliable results. One limitation of the current research is its reliance on causal inference from the relationships included in the proposed model.

The purpose of this research was to investigate the effectiveness of mindfulness on self-esteem and social interaction of students with dyslexia.

The present study was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population of this research included all students with dyslexia in Neishabur city in the academic year of 2022-2023, 30 people (15 people in each group) were selected by available sampling method. Cooper Smith's self-esteem questionnaires (1976) and Carol Glass's social interaction perception questionnaire (1994) were used to collect data. The experimental group received the mindfulness skills test of Kabat-Zinn et al. (1992). The control group did not receive any intervention. Data were analyzed using SPSS version 23 software and multivariate analysis of covariance test

The results showed that there is a significant difference between the experimental and control groups in the post-test in self-esteem and social interaction (P<0.05) and the experimental group has higher self-esteem and social interaction.

According to the obtained results, it can be said that the mindfulness program was effective in improving the self-esteem and social interaction of children with dyslexia. Therefore, it is suggested that specialists and therapists use this intervention to improve the self-esteem and social interaction of children with dyslexia.

The aim of this study was to investigate the effectiveness of assertiveness training on improving self-esteem and cognitive emotion regulation in children with special learning disabilities. This research was semi-experimental study, including pretest- posttest with control group. The statistical population of the present study included all children aged 8 to 12 years with learning disabilities in Ardabil in 2023. Among them, 40 children were selected using convenience sampling method and placed randomly in experimental (n=20) and control group (n=20). Subjects were measured by emotion regulation questionnaire (2002) and Cooper Smith Self-esteem Questionnaire (1967). The experimental group participated in 8 sessions (45 minutes) of assertiveness training and the control group didn’t receive any intervention. Data were analyzed using multivariate analysis of variance (MANCOVA). The results indicated that assertiveness training significantly improve self-esteem and cognitive emotion regulation in children with special learning disabilities (P<0/05). The results showed that assertiveness training can be considered as an effective way to improve self- esteem and cognitive emotion regulation of children with learning disabilities. Therefore, child psychologists and specialists can use assertiveness training to reduce the psychological problems of these children.

The current study was conducted to investigate the flipped learning method's effect on elementary school students' self-esteem with a quasi-experimental method (pre-test and post-test by a control group). The statistical population included first-grade female students of Padna Semiram district, the sample includes 30 students who were selected through available sampling and each was randomly divided into experimental and control groups of 15 students. The data collection tool was Cooper Smith's self-esteem questionnaire, which is designed in five components (social, school (educational-occupational), family, general and total) and the results of Aghadadashi's research (2004) show the acceptable validity and reliability of Cooper Smith's self-esteem list. For flipped teaching, the researchers designed an educational package with the cooperation of two curriculum studies experts and the class teacher, and after coordinating and verifying formal and content validity for the intervention, it was implemented in seven 40-minute sessions. The findings of the covariance analysis test showed that flipped learning has been able to have a significant effect on the self-esteem variable also flipped learning can increase student's self-esteem

The aim of this study was to investigate the effect of individual education methods (mastery learning and private education) on the self-esteem, motivation, education and reading performance of dyslexic elementary students.

The research method was quasi-experimental and was a pre-test-post-test design with two experimental groups and one control group. The statistical population consists of all fourth and fifth grade students with special learning disabilities of the reading type. Thirty two people were selected by purposive sampling method. After completing the Cooper-Smith Self-Esteem Questionnaire (SEI), the revised Wechsler Intelligence Scale, the Reading and Dyslexia Test, and the Hermans Academic Motivation Questionnaire, the participants were randomly divided into two experimental groups and one control group (16 people per group). Educational intervention was presented to the experimental groups in 8 sessions for one month and the control group did not receive any intervention. Data were analyzed using analysis of covariance and SPSS software (ver. 26).

The results showed that students who received individual training had higher scores on academic motivation, self-esteem and reading performance compared to the control group.

According to the research results, individual education methods had a positive effect on academic motivation, self-esteem and reading performance of students with dyslexia. Therefore, individual education methods can be used as an effective educational program to solve the problems of these students in primary schools.

This research aimed to investigate the effectiveness of life skills empowerment training on increasing self-esteem and solving social problems in children under the supervision of daycare centers (age range 6 to 12 years) in Kermanshah city in 2023. The study method was a semi-experimental pre-test-post-test type with a control group. The statistical population included all children 6 to 12 years old under welfare coverage, 20 people, and using community census sampling. The children were randomly assigned to two groups of 10 people, the test and the control. The tools included Cooper Smith's Self-Esteem Questionnaire (SEI) and Long and Cassidy's Social Problem Solving (PSS). 14 two-hour sessions were held for the intervention group. Then a post-test was performed on both groups. The data were analyzed using frequency, percentage, mean, and standard deviation statistics and multivariate analysis of covariance test in SPSS-24 software. The results showed that the life skills empowerment model was effective in self-esteem and problem-solving in children. There was a significant difference between the scores of the intervention and control groups (P<0001). Therefore, we conclude that the model of empowering life skills on self-esteem and problem-solving in children under the supervision of daycare centers is effective. Therefore, it is useful to develop codified training programs of the life skills empowerment model and include them in these children's educational programs to increase self-esteem and solve social problems.

The purpose of this research is to evaluate the effectiveness of critical thinking training on the self-esteem of sixth grade female students in Khoramabad city. The research method is semi-experimental with a pre-test and post-test design. The socio-statistics of the current research are all female students of the sixth grade in Khoram Abad city in the academic year of 2018/2019. 30 students were selected using the multi-stage cluster random sampling method. And they were randomly divided into two experimental (15 people) and control (15 people) groups. The tool for data collection in this research is the self-esteem test questionnaire (Cooper Smith) in the experimental and control groups before and after the intervention. The people of the experimental group participated in 10 sessions of 50 minutes for critical thinking training, then a post-test was taken from both groups (experimental and control). The collected data were analyzed with inferential statistics, MANCOVA , and the results indicated the efficiency and effectiveness of the method, and all the research hypotheses were confirmed. Therefore, it can be concluded that teaching critical thinking increases students' self-confidence. It is also suggested to devote hours to teaching critical thinking in schools.

Students, as the future builders of the country, are considered as one of the most important strata of every society. Therefore, the factors that help them to have better academic performance are of great importance. Academic hope and self-efficacy are among these factors. Self-efficacy is considered as an important and key concept in Bandura's social cognitive theory. Self-efficacy refers to the confidence that a person feels about his abilities to perform a certain activity. This concept has a significant impact on the amount of effort and the level of a person's performance and means a person's judgment about his abilities to perform a specific action. Academic self-efficacy is also considered as a part of general self-efficacy, which is specifically defined as the ability of a person to understand his ability to perform tasks necessary to achieve academic goals, and it means confidence in performing academic tasks such as reading books, answering questions in classroom and preparation for tests and questions raised in classroom. Academic hope is also considered as a kind of educational belief or expectation, a belief through which a person expects to get positive results in his education. According to experts, hope is a dynamic cognitive system that, as one of the constructs proposed in positive psychology, has positive effects in various fields, including education and training, and causes the academic progress of students. Self-esteem and psychological well-being are among the factors affecting hope and academic self-efficacy. The structure of psychological well-being is considered as a combination of positive feelings and positive performance, which has a significant relationship with success and the absence of laxity and weakness. Self-esteem is also defined as "a person's feeling of worth and his approval of himself". Self-esteem is considered as one of the main factors in the optimal development of children and adolescents. Benefiting from self-esteem is considered as a central and essential factor in emotional and social adaptation and one of the components of mental well-being. Therefore, the present study was conducted with the aim of investigating the relationship between psychological well-being, self-efficacy and academic hope with the mediating role of self-esteem among female students of the secondary school (grade 2) in Mahabad.
The present study is considered as a correlational-descriptive research, and applied research are considered in terms of objective. The statistical population of this study included 2289 female students of the secondary school (grade 2) of Mahabad city in the academic year of 2022-2023. In order to select the sample, 329 people were selected according to Cochran's formula, using cluster random sampling method and in several stages. In this way, four schools were selected from the schools of Mahabad city and then twelve classes were randomly selected from the classes of these schools. For more certainty, 345 questionnaires were distributed among the students and finally 320 accurate and reliable questionnaires were returned. In order to collect data, this study used Ryff, the 42-item Psychological Wellbeing (PWB) Scale, Rosenberg self-esteem scale, the Academic Hope Scale (Khormaei, & Kamari), and Morgan-Jinks Student Efficacy Scale.
The process of data collection was such that students were invited to cooperate and questionnaires were provided to them after giving their consent. The inclusion criteria were female students of the secondary school (grade 2) who were studying in one of the 10th, 11th, and 12th grades and the exclusion criteria was the unwillingness of the participants to continue working with the researchers. Finally, the collected data were analyzed using SPSS26 and SMARTPLS4 and the structural equation method based on the three-step approach of partial least squares.
The findings of this study show that there is a positive and significant relationship between psychological well-being and self-esteem (p≤0.0001, β=0.200). Also, there is a positive and significant relationship between self-esteem and academic self-efficacy (p≤0.0001, β=0.668) and academic hope (p≤0.0001, β=0.792). Self-esteem plays a mediating role in the relationship between psychological well-being and academic hope (p≤0.0001, β=0.134) and academic self-efficacy (p≤0.0001, β=0.134). In explaining the relationship between psychological well-being and self-esteem, it can be stated that high self-esteem is one of the positive and effective factors in mental health.
People who feel good about themselves, usually feel good about life and have the ability to face problems and challenges with high confidence and handle it. In explaining the relationship between self-esteem and academic self-efficacy, it can be said that students with high self-esteem have a more positive attitude towards themselves. So it can be concluded that as the person's attitude towards himself/herself becomes more positive, the more likely it is that a person will use his/her maximum abilities to perform assigned duties and responsibilities. Also, in the relationship between self-esteem and academic hope in explaining these findings, it can be stated that people with high self-esteem have more creativity and high self-confidence.
Also, it has been found that people with high self-esteem have an internal source of control and are happier. There is a significant relationship between these factors and having hope in people, and it makes people have more hope in work and academic matters, and finally, to explain the last hypothesis, it can be stated that psychological well-being is an effort to realize one's potential abilities and self-esteem. As a person's evaluation of himself/herself and building a concept about his characteristics and abilities, it can be a basis for creating, maintaining and promoting hope and academic self-efficacy among female students of the secondary school (grade 2).
Experts have also confirmed that self-esteem has a significant impact on academic success and performance, because people with high self-esteem pay more attention to their strengths and have a better evaluation of themselves. Also, the presence of psychological well-being in people leads them to greater success, healthier social communication and ultimately higher physical and social health.
Due to the importance of self-efficacy and academic hope variables, and taking into account the results obtained from the current research, which revealed that there is a significant relationship between psychological well-being and self-esteem with these two variables, it is recommended to counselors, psychologists, school officials and teacher try to design and implement counseling programs with the aim of improving students' psychological well-being and self-esteem. Some of the limitations of this study were that this relationship is found only between female students of the second secondary school, so the results should be cautiously generalized to male students and other grades.
Also, another limitation was that the data collection process was time consuming. Also, the use of self-report instruments may partially distance the main answers of the participants from the real answers. It is recommended to other researchers to examine the factors affecting the self-efficacy and academic hope of students in a qualitative study and in a more in-depth way, this study can also be implemented in male schools and other educational grades.

The present research, which is of the basic-applied kind, has aimed to find a model for predicting anxiety-based eating behaviors with self-esteem interventions in adolescent girls. The statistical population consisted of all female senior high school students in the city of Tehran during the school year 2019-2020, 461 of whom were selected as the sample. Clustered sampling was used as the sampling method. The Coopersmith Self-Esteem Inventory (1967), the Dutch Eating Behavior Questionnaire (DEBQ) (1986) and Spielberger’s State-Trait Anxiety Inventory (1983) were used for data collection. To analyze the data obtained and present the research model, SPSS software along with structural equation modeling have been used. The findings of the research show anxiety to be directly (β= 0.48) and indirectly (β= 0.36) influential upon self-esteem and directly (β = 0.41) influential upon the reduction of unhealthy eating behavior in students. Studying the significance of the research model using the fit indices from the LISREL output indicated indices higher than 0.9, thus confirming the model (t≥3; p<0.05). Based on the results obtained, it can be concluded that self-esteem plays an intermediary role in the correlation between anxiety and unhealthy eating behavior; higher anxiety leads to reduced self-esteem in a variety of levels and, as a consequence, unhealthy eating behavior.

The present study aims to investigate the mediating role. Academic self-efficacy and self-esteem were assessed in the relationship between learning styles and students' test anxiety. The research method was correlation. All the female students of the 11th grade of the second secondary school of Tabriz who were studying in the academic year of 2019-2020, formed the statistical population of the present study. The study sample consisted of 430 students who were selected by cluster sampling method. Data collection tools were Abolghasemi et al. (1996) test anxiety questionnaires, Midgley et al (2000), Kolb learning style (1985) and Rosenberg self-esteem scale (1965). They were. Data analyze with structural model method were used at a significance level of 5%. The results showed that the direct relationships between self-efficacy, self-esteem and free-thinking, executive, extroverted and partial thinking style are significant on students' test anxiety (p<0.05). Thinking styles Executive, free-thinking, extroverted and holistic thinking mediated by academic self-efficacy have an indirect effect on students' test anxiety (p<0.05). Executive, partial, legislative and holistic thinking mediated by self-esteem have an indirect effect on students' test anxiety (p <0.05). The results of the study confirmed the direct and indirect relationships between academic self-efficacy, self-esteem and thinking styles with students' test anxiety. Teachers and school counselors can reduce students' test anxiety by promoting academic self-efficacy and strengthening experimental, abstract, and objective thinking styles.

The aim of this study was to investigate the effect of two-way question teaching method on self-efficacy, self-esteem and academic achievement of sixth grade students in the city of Sarayan. This research was applied in terms of purpose and quasi-experimental in terms of method. The total research population of sixth grade elementary school students in Sarayan and the research sample was random sampling method which was estimated to be 30 people using Morgan table. The research tools were three questionnaires of student self-efficacy of Jink and Morgan (1999), Coopersmith self-esteem (1967) and academic achievement. The content validity of the questionnaires and their reliability based on Cronbach's alpha coefficient are 0.83, 0.81 and 0.89, respectively. Descriptive statistics (mean, standard deviation) and inferential statistics (analysis of covariance) were used to analyze the data in SPSS software version 22. The results showed that two-way questioning training on the components of talent with a significant level (0.024) and effort with a significant level (0.009) and components of general self-esteem with a significant level (0.001), family self-esteem with Level of significance (0.001), social self-esteem with a significant level (0.001) and academic achievement with a significant level (0.002) are effective.

The aim of this study was to investigate the integrated curriculum effect on students self-esteem and academic achievement in multi-grade classes in Piranshahr.Method of this study was quasi-experimental and with pretest-posttest with two control groups and two experimental groups.The study statistical population was all students in the sixth grade of multi-grade classes in Piranshahr.Using multi-stage cluster sampling, two primary schools were randomly selected from two groups of multi-grade schools in Lajan and Markazi, and finally, from each primary school, the second grade class in which the sixth grade was located was selected. It was elementary and the sixth grade was selected.Therefore, the research samples include four classes (60people), ie two classes of experimental group (30people), and two classes of control group (30people).The Cooper-Smith Self-Esteem Questionnaire (SEI) was used to assess students' self-esteem.The questionnaire is first administered to 30 people experimentally and after removing some of questions, the Cronbach's alpha coefficient of the questionnaire was 91%.To measure academic achievement, a teacher-made math test with 15 questions was used, which was designed for the sixth grade of elementary school. In order to analyze the data, in addition to descriptive statistics methods (mean and standard deviation), inferential statistics method (ANCOVA) was used.