academic performance

The problem of lack of motivation among students is a problem that exists everywhere in the world today and those who are working in the field of education are trying to find a solution for it. Among the signs of lack of motivation in students, we can mention leaving things unfinished, refusing to do homework, not trying to solve problems, difficulty in making decisions, waiting for help from others, inattention and anxiety, and many excuses for not doing things.

This research was conducted with the aim of determining the effectiveness of teaching self-regulation learning strategies on academic performance, academic engagement and psychological well-being in students with low achievement motivation.

This research was applied in terms of purpose. The research design was quasi-experimental, pre-test and post-test and follow-up with a control group. The statistical sample of the research included 30 female students of the second year of high school in the 14th district of Tehran province with low achievement motivation who were selected by multi-stage cluster random sampling.

Based on the findings, teaching self-regulation learning strategies has a significant effect on the components of academic performance, academic engagement and psychological well-being.

Teaching self-regulation learning strategies has a significant difference on academic performance, academic engagement and psychological well-being in students with low achievement motivation compared to the control group.

With the spread of the corona disease, the relations of education changed and it was not possible for students to attend in school. For this reason, at first, trainings were started through television, and then virtual training systems and platforms such as Shad were designed. Based on this; The purpose of this research is to investigate the effect of the "Iran Television School" program on the academic performance of students with the mediation of academic motivation during the Corona period. The research method was a correlational survey. The statistical population includes all sixth grade students (1038 students) of Kordkuy city in the year 1400-1401, and 343  students were selected as a statistical sample using proportional stratified random sampling. To collect data, two standard questionnaires of academic performance by Pahm and Tyler (1999) and educational motivation by Guy, Marsh and Dawson (2005) were used. Pearson correlation coefficients and structural equation modeling were used to analyze the data. The results showed that there was a positive and significant relationship between the amount of watching TV school with academic motivation and academic performance. In fact, the television school program has been able to use different methods, including; Creating an appropriate environment and decor, using a capable presenter, among attractive programs, employing teachers with a history and experience, using up-to-date  equipments and educational videos to increase the attention of your audience to education, attracting and motivating them to study. So that students can engage in their educational activities with increased ability.

Academic performance is a crucial indicator for assessing the progress of the education system in any society (Al-Rahmi et al., 2015). Researchers have noted that academic performance is consistently influenced by a variety of individual and environmental factors, which educational administrators must identify to achieve beneficial outcomes. The perception of the learning environment is considered one of the most significant factors affecting academic performance (Lu et al., 2022). Previous studies have emphasized the impact of learners' perceptions of the learning environment, particularly constructivist environments, on learning outcomes (Cansiz & Cansiz, 2019; Wu et al., 2022).Self-directed learning is another factor influencing academic performance. It is a process in which individuals independently identify and select their learning needs and take responsibility for their own learning (Clair, 2022). Additionally, academic engagement, along with environmental factors and other individual variables, can influence students' academic performance (Sowers et al., 2016; Sukman & Click, 2019; Azma et al., 2022). Academic engagement is defined as the degree of continuous student participation in academic activities, involvement in school-related programs, and commitment to educational and learning goals (Tao, 2021).In light of these considerations, the current study seeks to answer whether an individual's perception of the constructivist environment, mediated by self-directed learning and academic engagement within a causal model, plays an effective role in explaining students’ academic performance.

The present study employed a descriptive-correlational method, examining the relationships between perception of constructivist environment, academic engagement, self-directed learning, and academic performance using structural equation modeling. The research population comprised 6,542 male and female second-level secondary students in Qom city during the 2022-2023 academic year. Based on Klein's recommendation, 408 participants were initially considered. To enhance sampling accuracy and account for potential data distortion, 450 students were selected using multi-stage cluster random sampling. Two high schools (one boys' and one girls') were randomly selected from each of Qom's four educational districts. From each high school, three twelfth-grade classes (humanities, experimental sciences, and mathematics) were randomly chosen. Selected students completed the questionnaires. Research instruments included questionnaires on academic performance (Dortaj, 2013), perception of constructivist environment (Taylor, Dawson & Fraser, 1995), self-directed learning (Fisher et al., 2001), and academic engagement (Rio, 2013). Students were allotted one hour to complete the questionnaires. Inclusion criteria were teacher and student consent, while incomplete questionnaires were excluded. After discarding 23 incomplete responses, 427 questionnaires were analyzed.

Demographic characteristics indicated that out of 427 participants in the study, 209 were boys (49%) and 218 were girls (51%). Before conducting the path analysis, the assumptions related to this method such as the normality of the multivariate distribution, the presence of outliers in the multivariate data, the existence of a linear relationship, and the absence of multicollinearity among the predictor variables were examined. After making the necessary corrections, the model fit indices demonstrated that the model had a good fit. As shown in Table 1, all direct coefficients for the perception of constructivist environment on academic performance (β=0.34, t=2.89), self-directed learning (β=0.45, t=4.66), and academic engagement (β=0.59, t=4.15) were positive and significant at the 0.001 level. Additionally, the direct coefficients for self-directed learning on academic performance (β=0.33, t=3.19) and for academic engagement on academic performance (β=0.23, t=5.06) were also positive and significant at the 0.001 level. Furthermore, the indirect coefficients for the perception of constructivist environment on academic performance through the mediating roles of academic engagement (β=0.13) and self-directed learning (β=0.15) were confirmed using the bootstrap test.

 The findings of this study indicate a positive and significant relationship between the perception of a constructivist environment, self-directed learning, academic engagement, and academic performance. Additionally, the results revealed a positive and significant relationship between perceptions of the constructivist environment, self-directed learning, and academic engagement. The path analysis further confirmed the mediating roles of self-directed learning and academic engagement in the relationship between the perception of a constructivist environment and academic performance. These results are consistent with the research findings of Limno et al. (2022) and Bizmana (2022). It can be argued that in a constructivist learning environment, learners are actively involved in constructing knowledge through participation in learning activities, fostering a close relationship between what they have learned and the changing world. The constructivist learning environment primarily provides a stimulating atmosphere in which learners perceive their role in the learning process as effective and feel confident in their cognitive abilities. This belief enhances their motivation to engage with assignments. In such an environment, learners employ more effective strategies for learning, which subsequently improves their academic performance. In classrooms based on the constructivist approach, learning is a collaborative endeavor that occurs through community research, leading to increased student involvement in learning activities and, consequently, better academic performance. In learning environments grounded in constructivist principles, all educational activities are tailored to meet learners' needs. Therefore, such an approach can stimulate intrinsic motivation among learners and contribute to improved academic performance.

The present study aimed to validate a multidimensional education model designed to enhance academic performance, emphasizing social-political, psychological, and spiritual-moral development in secondary school students. This research employed a correlational design using structural equation modeling (SEM). The study population included all secondary school teachers in Mazandaran Province with academic backgrounds in various educational disciplines, educational psychology, counseling, sociology, political science, theology, and Islamic studies who were active in the academic year 2023–2024. To estimate the sample size, Cochran's formula was used, and considering a 20% attrition rate, the final sample consisted of 320 participants selected randomly. To assess the construct validity of the proposed model, first-order and second-order confirmatory factor analyses were conducted using AMOS24 software. Additionally, the paradigmatic model of the study was analyzed using structural equation modeling with a partial least squares approach (PLS-3 software). Regression coefficients for direct effects were reported for all model pathways. Based on the findings, the standardized factor loadings for each primary and secondary dimension of the multidimensional education model aimed at enhancing academic performance with emphasis on social-political, psychological, and spiritual-moral development exceeded 0.40, confirming their validity. The convergent and divergent validity of the proposed model's scales was also appropriate. Furthermore, the overall model fit was confirmed, demonstrating that both the structural and measurement models effectively explained the study variables. Thus, implementing the model developed in this research for multidimensional education to enhance academic performance, with an emphasis on social-political, psychological, and spiritual-moral development in secondary school students, is an effective and highly valid approach.

This research was conducted with the aim of investigating the effect of personalized education on the academic performance of students with special needs.

This research is an applied research in terms of its purpose and has a qualitative approach. Data were collected through semi-structured in-depth interviews and also from standard questionnaires and analyzed using appropriate statistical tests, such as regression..

The obtained results show that personalized education has a significant positive effect on improving the academic performance of students with special needs. The current research also investigated the challenges that exist in the implementation of personalized education. Among these challenges, we can mention the lack of resources, the need to train teachers and technical problems. In this regard, the research provides suggestions for improving the process of personalized education. These suggestions include the use of advanced technologies to design and implement educational programs, continuous training of teachers in order to familiarize themselves with new educational methods, data analysis and continuous evaluation of student performance, and the creation of cooperative learning environments to increase interaction and cooperation among students..

In general, the findings of this research show that despite the existing challenges, personalized education can be used as an effective approach in improving the academic performance of students with special needs. In order to achieve the desired results, it is necessary to pay attention to detailed planning, provide sufficient resources, and provide the necessary platforms for teacher training and the use of appropriate technologies. This research can be used as a practical guide for educational policy makers, teachers and researchers in the field of education of students with special needs.

Nowadays, academic performance and the factors affecting it has drown psychologists and educational science researchers’ attention. The aim of this study was to investigate the mediating role of academic procrastination in the relationship between attention deficit /hyperactivity (ADHD) and sluggish cognitive tempo (SCT) symptoms with academic performance performance of lower secondary school students.

The research method was descriptive-correlational and the statistical population was all lower secondary school male students in Tabriz in 2020-2021 academic year. A sample of 250 students were selected from this population by multi-stage cluster sampling method. To collect the data, Child Behavior Rating Scale (Swanson et al., 1980), Sluggish Cognitive Tempo Scale (Penny et al., 2009), Academic Procrastination Test (Savari, 2011) and Educational Performance Questionnaire (Dortaj, 2004) were used. For data analyses, correlation matrix, structural equation modeling and goodness-of-fit indices in AMOS-24 software were used.

The results of structural equation modeling showed that the symptoms of ADHD as well as the symptoms of SCT have a direct and indirect effect on academic performance mediated by academic procrastination.

Based on the results, it can be said that students' academic performance, in addition to traditional factors such as ADHD and procrastination, can be affected by newfound variables such as SCT, and this highlights the need to study as much as possible the factors affecting academic performance.

the effectiveness of the 5E teaching model on the enthusiasm and academic performance in the experimental science course of Sixth grade students.In the present study, the variable of enthusiasm and academic performance is the dependent variable, and teaching in an achievement way is the independent variable.

The statistical population of the research is all sex grade students in serableh city, whose number is equal to 250 students. The sample size in this research is equal to 40 students (20 students in the control group and 20 students in the experimental group), which were selected by simple random sampling.The data collection tool in this research was 5Et model training sessions, Shafli et al.'s (2002) academic enthusiasm questionnaire, Pham and Taylor's (1999) academic performance questionnaire for statistical analysis of information from inferential statistical methods such as Mankova method and variance analysis and livien were used.

The results showed that the 5E teaching model has increased the enthusiasm and academic performance in the experimental science course of sixth grade students. So that the 5E teaching model caused a 69persent increase in automatic achievement, a 19p increase in planning and a 30p increase in motivation .

Therefore, the 5E teaching model canbe effective in the sustainable learning of elementary students in science lesson and in recommended to teachers as an effective method to increase the power ofunderstanding content at two levels of application and knowledge synthesis in elementary school.Finally,this model has the necessary effectiveness to increase the enthusiasm of students,so it is a suitable model and material for teaching science lessons.

In today's era, the traditional learning that has surrounded our educational system for many years no longer meets the needs of students and teachers. From this point of view, learning theories can help meet the needs of students and teachers. Among these theories that are used to develop self-motivated, self-regulated, and self-controlled learners is the generative learning theory (GLT) introduced by Wittrock (1974). In recent decades, the attention of many education experts has been focused on the study of the factors affecting the learning of mathematics lessons. Extensive research has been done in this field, which shows that one of the main reasons for the problems of learning and progress in mathematics is that students often rely on repetition and habit and use inappropriate and inadequate methods and superficial reasoning for mathematical concepts. According to TIMSS (1999), learners in classes that emphasised reasoning and problem-solving methods had better results in learning different mathematical concepts than in other classes. Mathematical reasoning, which means thinking according to reason and proof, is the same as reaching solutions through mathematical concepts. Examining the results of TIMSS (2007, 2011) indicates that the average value of Iranian students' math scores in the fourth and eighth grades in the area of mathematical reasoning is significantly lower than the international average value. In educational systems, academic performance is the academic standing of students, which is the grade of different academic courses measured by standardised tests. According to Pham and Taylor (1999), academic performance consists of: self-efficacy, emotional impact, planning, lack of outcome control, and motivation.This research is a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of this research included eighth grade female students in Gilanegreb city (Kermanshah province) in the academic year 2022-2023. In order to eliminate the interfering effect, two classes from two different schools, which were taught by the same math teacher, were selected by the available sampling method and completely randomly divided into two groups, namely the experimental group (30 people) and the control group (30 people).Before starting the training, both study groups were subjected to a pre-test, and they were asked to answer the desired questions in addition to cooperating. The experimental group was subjected to the intervention of an educational package based on generative learning theory. The teaching method used to teach this educational package was the cooperative teaching method, which tried to involve the learners in the learning process in a practical way so that learning could be done at a higher level. The experimental group was trained with the generative learning method during eight sessions lasting 40 minutes. During these sessions, the control group was not given any kind of training based on generative learning, but the usual teaching method was used for them. After the completion of the training course, a post-test was conducted between the experimental group and the control group, and then the collected raw data were analysed by covariance analysis and SPSS-26 software. Research tools included the Rezaei Mathematical Reasoning Questionnaire, Pham and Taylor's Academic Performance Questionnaire, and an educational program based on generative learning theory. The findings of the research were divided into two descriptive and inferential parts, and in the descriptive part, the average of mathematical reasoning in the experimental group increased in the post-test position compared to the pre-test. Also, the average variable of academic performance and its components (self-efficacy, planning, and motivation) increased in the post-test position compared to the pre-test, while the components of emotional effects and lack of control in the experimental group were reduced in the post-test situation compared to the pre-test. In examining the first hypothesis, after confirming the assumptions of the covariance analysis in the inferential part of the findings, the results of the univariate covariance analysis showed that the effect of the independent variable (training program based on generative learning theory) on the dependent variable of mathematical reasoning is significant in improving mathematical reasoning in the post-test stage. According to the effect size prepared from Cohen's D formula for the variable of mathematical reasoning (0.639), it is clear that the training program based on generative learning theory is able to determine a significant percentage of changes in mathematical reasoning. Multivariate covariance analysis was used to investigate the second hypothesis.After ensuring the normality of the data distribution, the assumption of homogeneity of the data, and the homogeneity of the regression slope, the significant level of the Hotelling effect (F = 14.729, P = 0.000) confirms that there is a significant difference between the experimental and control groups in terms of post-test academic performance compared to pre-test control. The effect coefficient shows that the difference between the two groups is 0.450, related to the generative education program intervention. Also, the results of multivariate covariance analysis show that the education program based on generative learning theory is able to determine some of the changes in the components of academic performance. The effect size obtained from Cohen's D formula for the self-efficacy component was 0.208, the emotional impact component was 0.012, the planning component was 0.067, the lack of control component was 0.014, and the motivation component was 0.402; therefore, the training program based on the generative learning theory has had a moderate effect on the components of emotional impact and lack of control. The results of this research indicate the confirmation of the first hypothesis and the effect of the educational program based on generative learning theory on students' mathematical reasoning. Also, the obtained results show that the reproductive education program is able to determine a significant percentage of changes in mathematical reasoning. In addition, the examination of the results of the analysis of the second hypothesis showed that there is a significant difference between the experimental group and the control group in the number of academic performance components. The results of the examination of the means showed that the mean of the experimental group in the components of academic performance (self-efficacy, planning, and motivation) in the post-test position compared to the pre-test has increased, and the mean in the components of emotional effects and lack of control in the experimental group has decreased in the post-test position compared to the pre-test. Therefore, it can be said that an educational program based on generative learning theory has a significant effect on academic performance and its components.

The purpose of the current study was to investigate the impact of integrative e-learning design model on the academic performance of farhangiyan university students in Hamedan province. The current research was of applied type in the category of semi-experimental design with unequal control group. The stoical population of the study included all male undergraduate students in the field of Persian language and literature education, 30 of whom were selected through available sampling and randomly assigned to two control and experimental groups. At first, the academic performance pre-test was taken from both groups. Then the experimental group was trained based on the integrative e-learning design model for 10 sessions 90 minutes. The training for the control group was without intervention and using the usual electronic method and the same number of sessions and hours. Then, the post-test of academic performance was performed on both groups. The instrument used included the researcher made pre and posttest of objective academic performance with expert validation and reliability calculated at 0/79(pretest) and 0/81(posttest) through Cronbach,s alpha. Then the collected data were analyzed using descriptive statistics and covariance test. The finding showed that the application of integrative e-learning design model had a favorable effect on ...

The purpose of this research was to design a model of the effect of online and asynchronous evaluation methods in the process of virtual education on the academic performance of Kermanshah University students. The statistical population included all professors in the qualitative section and all students and professors of Kermanshah University in the quantitative section. In the qualitative section, 20 interviews with 20 experts were conducted using targeted sampling, and in the quantitative section, 369 students and 175 professors were selected as a statistical sample. The tools of data collection in the research were semi-structured interviews, researcher-made questionnaires and standard questionnaires. Theme analysis and structural equation modeling were used to analyze the research data. The findings showed that with simultaneous and asynchronous online evaluation, academic performance and its components improve in students, and this relationship is significant (t value greater than 1.96). Based on the obtained results, evaluation methods can be used in virtual education, because the spatial and temporal potentials of evaluation methods in virtual education and countless other capabilities make them a fierce competitor. It has become a traditional evaluation.

Success or failure in education is one of the most important concerns of any educational system. The educational system can be considered effective and successful when the educational progress and efficiency of its students are the highest and highest in different academic periods. The present study was conducted with the aim of investigating the effect of web-based behavior engineering training on self-regulation learning strategies, stress management and academic performance of students on the eve of the national entrance exam.

The research method used in this research is the control group method with pre-test - post-test, which is part of the semi-experimental methods. The statistical population is all 12th grade students of the 1st education and training district of Sari city, who were selected by simple random sampling, 70 people and randomly assigned to experimental (35 people) and control (35 people) groups. The measurement tools were the self-regulated learning questionnaires of Bouffard et al., the stress management strategies of Cobin et al., and Pham and Taylor's academic performance, the reliability of which was 0.88, 0.90, and 0.89, respectively, using Cronbach's alpha coefficient. Calculated.

The findings showed that there are average scores of self-regulation learning strategies, stress management and academic performance of students in the stages before (pre-test) and after (post-test). Because, the value obtained for the significance level (Sig.) is smaller than the value of α = 0.05. In other words, the students who were in the experimental group under behavioral engineering training compared to the control group who were under training did not have an appointment; they had an increase in the amount of self-regulation learning strategies, stress management and academic performance.

the use of web-based behavior engineering training has an effect on improving self-regulation learning strategies, stress management and academic performance of students on the eve of the national entrance exam and increases its value.

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 main aim of this study was to identify different patterns of teachers' authority and qualitatively analyze its relationship with students' quantitative-qualitative academic performance.The research was conducted with a qualitative method and with a grounded theory approach, as well as with a purposive and theoretical sampling method and using a semi-structured interview technique with 32 secondary schoolboys, (7th and 8th grade).Data analysis was done with the "Strauss and Corbin" approach, using three stages of open, axial, and selective coding and 206 concepts, 45 categories and 14 main categories were identified.The findings and the paradigm model of the research show that the causal conditions for the emergence of teachers' authority patterns were: "teacher's teaching method", "teacher's communication and interaction method with students", "teacher's morality" and "class control method”. The context of the formation of the phenomenon was "the family context" and " dominant circumstances on school". "Group of friends","non-verbal behavior of the teacher" and "the general feeling of the students towards the teacher" were among the categories obtained that had an interfering effect on the phenomenon. Students had adopted two types of strategies "acceptance" and "resistance" in front of teachers' behavior and actions."Quantitative evaluation", "enthusiasm or lack of enthusiasm for lessons and classes" and "continuing learning" are among the consequent categories of the research.Finally, the core category of the research titled "teachers' authority patterns" was identified with three types of "authoritarian, formal and democratic patterns". The model of democratic authority of teachers can bring good quantitative and qualitative performance for students.

Introduction and Goal: 

Anxiety is one of the basic problems of students, which can cause a lot of psychological and emotional damage to students. Therefore, this research was conducted with the aim of determining the relationship between resilience and psychological well-being with academic performance in students With Generalized Anxiety Disorder.

The research design was correlational. The statistical population of the research included all the female students of the first secondary school in Paveh city in the academic year of 2021, of which 150 people were selected based on the formula (n=50 + 8m) and selected by the available sampling method and the research tools included Tab questionnaire. Avery (Connor and Davidson, 2003), psychological well-being (Reif, 2002) and academic performance questionnaire (Pham and Taylor, 1999) answered. Descriptive statistics, Pearson correlation coefficients, multivariate regression and spss software were used for data analysis.

The results showed that there is a positive and significant relationship between the total score of resilience (r=0.679 and p=0.000) and one of its dimensions with the academic performance of anxious students at the level of 0.05. Also, the results showed that the total score of psychological well-being (r=0.899 and p=0.000) and each of its dimensions have a positive and significant relationship with the academic performance of anxious students at the level of 0.05. Regression analysis with the simultaneous entry method also showed that the predictor variables together explained 40% of the variance of the academic performance score in students.

Considering that academic performance can be influenced by many psycho-social factors, it is necessary for educational planners and psychologists to take steps to improve students' academic performance by recognizing these factors.

The aim of this study was to predict academic performance based on the personality traits of female students at Imam Sadiq University. This research is correlational in nature, and the statistical population includes all undergraduate students at the female campus of Imam Sadiq University, totaling 343 students in the second semester of the 2019-2020 academic year. Using stratified random sampling and the Krejcie and Morgan table, 182 students were selected as the research sample. Data collection was conducted using the NEO Five-Factor Inventory (NEO-FFI) and Dertej’s Academic Performance Questionnaire. Data were analyzed using SPSS software and multivariate regression analysis and multivariate analysis of variance (MANOVA). The results indicated that the correlation coefficient of academic performance with neuroticism is -0.57, extraversion is 0.44, openness is -0.14, agreeableness is 0.3, and conscientiousness is 0.62. The significance level of the correlation coefficient between academic performance and neuroticism, extraversion, agreeableness, and conscientiousness was less than 0.05, indicating a significant relationship with 95% confidence, while no significant relationship was found between academic performance and openness. Overall, the multiple correlation coefficient between personality traits and academic performance is 0.69, with a coefficient of determination of 0.48. In other words, 48% of the variance in academic performance can be explained by different dimensions of personality traits. The results of this study indicate that neuroticism and conscientiousness have a stronger role in predicting academic performance. Therefore, considering the personality traits of students, particularly conscientiousness, can be beneficial in improving academic performance.

This research was conducted using the meta-analysis method with the aim of synthesizing existing research on the relationship between identity styles and academic performance. The statistical population of the study included all relevant studies conducted in Iran from 1385-1400 and available in the databases of Jahad Daneshgahi, Nurmagz, and Magiran. After evaluating the criteria for entrances and layaway requirements research, the correlation effects of the research were analyzed by CMA software. Also, two models of random effect and fixed effect were calculated. According to the results of the heterogeneous analysis, the randomized model was selected through Q and squared I indices. The findings revealed that the size of the combined effect of the investigated research after the removal of 4 effects size was 0.107. The combined effect size of the research was calculated based on the mean Cohen’s index. The results of heterogeneous analysis revealed of the existence moderating variables in the research as well. The results of this meta-analysis of theoretical and empirical foundations are indicative of the relationship between identity style and academic performance variables. Given the results of this meta-analysis, it can be concluded that for academic performance to be successful, it is essential to address the identity style among university and school students.

The purpose of the present study was to determine the effect of making deliberate errors learning on working memory and academic performance of girl students of the high school.

The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population included all students of the high school in Chegeni city in the academic year 2022-2023. From the statistical population of 30 people who meet the conditions for entering the research, they were selected by random sampling and randomly assigned to two experimental (15 people) and control (15 people) groups. Working memory research tool of Daneman and Carpenter (1980) and the paper-pencil test made by the researcher to measure the academic performance of students. The statistical methods used in this research included descriptive statistics (mean, deviation) and inferential statistics (multivariate covariance analysis). The data was analyzed in SPSS software version 26.

The results of the research showed that there was a significant difference between the pre-test and post-test scores of the experimental group compared to the control group for academic performance (P<0.01, F=69.317), but there was no significant difference for the difference (P=0.647, F=0.214).

Based on the present findings, it can be concluded that making deliberate errors learning increases academic performance, but does not affect working memory.