academic self-efficacy

The level of academic performance of learners in each society shows the success of the educational system in the field of goal setting and paying attention to meeting individual needs. Therefore, the aim of the present study was to predict the academic performance of Wasit city students through psychological capital, academic self-efficacy, academic enthusiasm and academic meaningfulness.

The research is descriptive in terms of type and a correlational research in terms of method, and its statistical population is made up of middle school students in the city of Wasit, Iraq, in the spring of 1403, from among them, 174 people were selected as a sample through convenience sampling. Research tools include psychological capital questionnaire (Luthans, 2007), academic self-efficacy questionnaire (Mijli et al., 2000), academic engagement questionnaire (Fredericks et al., 2004), academic meaningfulness questionnaire (Henderson-King and Smith, 2006), and performance questionnaire. study (Pham and Taylor, 1999). The data obtained from the research were analyzed using Pearson's correlation method and step-by-step regression using SPSS22 software.

The results showed that there is a significant positive relationship between psychological capital, academic self-efficacy, academic enthusiasm, academic meaningfulness and academic performance (p<0.01). In addition, the results of the stepwise regression analysis showed that among the predictor variables, 24.7% and 4.6% of academic performance changes can be explained through psychological capital and educational significance in two steps, respectively (p<0.01).

According to the results, due to the important and prominent role of psychological capital and educational significance in predicting the academic performance of students, attention to these important findings should be considered by school managers and policymakers in Iraq.

This research was conducted with the aim of predicting academic adjustment based on self-regulated learning, academic self-efficacy and academic-psychological ability. The descriptive research method is correlation one. The statistical population was 21,319 male students in the second year of high school in Qom in 2024. A sample of 380 students was selected from the mentioned community by a multi-stage cluster method to answer the questionnaires on academic adjustment by Baker and Seriak (1984), self-regulated learning by Bouffard et al. (1995), academic self-efficacy by Zazhakova et al (2005), and Shafiabadi et al.'s academic-psychological ability (2009). Data analysis was done using multiple regression analysis and SPSS 26 software. The findings showed that self-regulated learning, academic self-efficacy and academic-psychological ability can predict academic adjustment (p<0.05). According to the eta coefficients, self-regulated learning (21.5%), academic self-efficacy (9.9%), and academic-psychological ability (19.5%) predict the changes in academic adjustment. Therefore, in order to increase academic adjustment in students, it is necessary to focus on learning self-regulation, academic self-efficacy and academic-psychological ability.

The aim of the research was to Investigating the relationship between academic identity and academic self-efficacy with academic well-being: academic procrastination played a mediating role in studentsThe research method was correlation and structural equation model. The statistical population of all high school girls in Tehran, whose number was about 3000. According to Morgan's table, the statistical sample was 301 first year high school students who were selected by multi-stage cluster sampling method. The students completed the academic well-being questionnaires of Tuominen-Soini& El., (2012)، Was & Isaacson's academic identity(2008), Jinks& Morgan's academic self-efficacy, (1999) and Solomon& Rothblom academic procrastination(1984(. The validity of the questionnaires was confirmed through face validity by referring to the views of experts and experts; Also, the reliability of the questionnaires was obtained based on Cronbach's alpha coefficient for four questionnaires, respectively 0.80, 0.72, 0.70 and 0.71. Data analysis was done with AMOS version 26 software.

The results showed that the total path coefficient between academic self-efficacy and academic well-being and the total path coefficient between academic self-efficacy and academic well-being were significant. Pursuing academic identity and academic procrastination explain 0.16 of the academic well-being variable and academic self-efficacy and academic procrastination explain 0.18 of the variance of the academic well-being variable.

In order to improve the academic well-being of students, it is possible to strengthen their academic self-efficacy, academic identity and reduce the amount of academic procrastination by planning and applying measures and holding educational classes in the school.

The aim of this study was to examine the role of metacognitive beliefs on academic self-efficacy, with working memory as a mediating variable, among students in Tehran.

The research employed a descriptive-correlational method using structural equation modeling. The study's population comprised all high school students in Tehran academic of 1401-1402. A multistage cluster sampling method was used, and the sample size was estimated to be 384 individuals.To collect data, standardized questionnaires were utilized, including the Metacognition Questionnaire by Wells and Hoath (1997), the Self-Efficacy Scale by Scherer (1982), and the Working Memory Questionnaire by Daneman and Carpenter (1980). For data analysis, we employed descriptive statistics, including the calculation of mean and standard deviation. For inferential statistics, Pearson correlation and structural equation modeling were utilized, using the software packages AMOS 23 and SPSS 26.

The findings indicated that metacognitive beliefs have a direct, positive, and significant effect on the academic self-efficacy of students.The findings also showed that working memory plays a significant mediating role in predicting academic self-efficacy based on the metacognitive beliefs of students in Tehran (p < 0.05).

This result indicates that working memory plays an important role in better learning and the utilization of metacognitive strategies. Therefore, considering the results of this study, it is recommended that metacognitive strategies be included in the educational curriculum for students, and that they become acquainted with these strategies right from the beginning of their time in the classroom, tailored to their needs and level of understanding.

Academic self-efficacy is a crucial variable for the academic success of students. This study aimed to determine the relationship between career aspirations and academic self-efficacy, considering the moderating roles of educational justice and career decision-making self-efficacy among students in Wasit City, Iraq. The research employed a correlational design, and the statistical population consisted of students enrolled in universities in Wasit City, Iraq, during the spring and summer of 1403 (summer of 2024). From this population, 250 students were selected through convenience sampling and subsequently responded to three questionnaires: the Career Aspirations Questionnaire (Danziger et al., 2008), the Academic Self-Efficacy Questionnaire (Midgley et al., 2000), the Educational Justice Questionnaire (Golparvar, 2010), and the Career Decision-Making Self-Efficacy Questionnaire (Betz et al., 1996). The research data were analyzed using Pearson's correlation coefficient and hierarchical regression analysis through SPSS version 26. The results indicated that among the eight components of career aspirations, educational justice only moderated the relationship between security and stability with academic self-efficacy, and career decision-making self-efficacy only moderated the relationship between technical and functional competence with academic self-efficacy (p < 0.05 and p < 0.01). Based on the findings of the present study, the roles of career aspirations, educational justice, and career decision-making self-efficacy should be considered in academic environments to enhance students' academic success.

The purpose of this research is to design and implement personalized learning based on electronic teaching tools and its effect on self-regulation abilities, academic self-efficacy and learning quality of students with a semi-experimental method with a pre-test-post-test and group design. The control was done. The statistical population included all the fourth grade elementary students of Sari city in the academic year of 2021-2022 in the number of 5382 people, of which 60 people were selected as a sample and assigned to two experimental (30 people) and control (30 people) groups. became The measuring tools were the questionnaires of self-regulation abilities of Bouffard et al. (1995), self-efficacy of Sherer (1982) and quality of learning by Mahdiun et al. Equally, 0.78, 0.88 and 0.84 were obtained. Data analysis was done using univariate analysis of covariance (ANCVA) and multivariate analysis of covariance (MANCVA). The findings showed that personalized learning based on electronic teaching tools has an effect on self-regulation abilities, academic self-efficacy and learning quality of fourth grade elementary students. Also, the effect of personalized learning based on electronic teaching tools was the greatest on self-regulation abilities and, in the next ranks, on academic self-efficacy and learning quality, respectively.

The teacher is the main focus of classroom management and by establishing communication with students, can play an effective role in their psychological and social development. One of the dimensions of this development is students’ academic self-efficacy. The present study aimed to investigate the relationship between teachers, professional role in classroom management style and social support network with students’ academic self-efficacy.

The present study was descriptive-correlational and applied in terms of purpose. The statistical population of this study is all teachers and students of the first secondary schools for boys in Bijar city in Academic year 1401-1402, with 2761 students and 150 teachers. The statistical sample size was based on the Krejci and Morgan (1970) table, using multi-stage cluster sampling method for 339 students and simple random sampling method for 113 teachers. The data were collected using the classroom management style questionnaire (Wolfgang & Glickman, 1986), the social support questionnaire (Wax Phillips et al., 1986), and the academic self-efficacy questionnaire (Jinks & Morgan, 1999). To examine the hypotheses, T-test, Pearson correlation, and multiple linear regression were used using SPSS version 16.

The results of the study showed that there is a direct significant relationship between the variables of social support and classroom management and self-efficacy, and also a significant and positive correlation was observed between the criterion variables and the predictor variable at the P≥0.05 level. The results of the regression analysis showed that the predictor variables of social support and classroom management with a regression coefficient of 0.19 and a standard regression coefficient of 0.43 can significantly predict academic self-efficacy. Classroom management with a beta statistic of 0.33 has a greater contribution to predicting academic self-efficacy.

Considering the relationship between social support and teachers’ classroom management and self-efficacy, necessary planning should be done to create a safe, supportive, and dynamic environment to make the classroom effective and improve students' academic self-efficacy.

This study delves into the critical role of formative assessment in enhancing students' science learning behaviours. By focusing on the process of learning rather than solely on the result, formative assessment provides valuable insights for both teachers and students to improve instruction and learning. The research emphasizes the interconnectedness of Formative Assessment, motivational beliefs, and science learning behaviors.
 
The study employed a quantitative, correlational research design using structural equation modeling. A sample of 469 Iranian secondary school students was selected to investigate the relationships among formative assessment, motivational beliefs, and science learning behaviors. Data was collected through online questionnaires.
 
The results of this research underscore the significant impact of formative assessment on students' science learning behaviors. Key findings include: Direct and Indirect Effects: Formative assessment exerts both direct and indirect influences on science learning behaviors, with motivational beliefs serving as a mediating variable. Teacher Feedback: Timely and specific teacher feedback plays a pivotal role in strengthening students' motivational beliefs, such as self-efficacy and value placed on the subject. Motivational Beliefs: Students with stronger motivational beliefs are more likely to be engaged in learning, exert greater effort, and perform better in science. Formative Assessment Techniques: The use of various formative assessment techniques, including questioning, short quizzes, and projects, contributes to students' awareness of their progress and enables them to adjust their learning strategies. Combination of Strategies: Combining formative assessment strategies with efforts to strengthen motivational beliefs can create a more effective science learning environment.
 
The research highlights the importance of teacher training in providing effective feedback. By equipping teachers with the skills to offer timely and specific feedback, educators can significantly enhance student learning outcomes. Additionally, the study emphasizes the need for a balance between teacher-centered and student-centered approaches. While adaptive teaching can be beneficial, it is crucial to ensure that instructional strategies align with students' individual needs and learning styles, Teacher Training: Educators should receive training on effective formative assessment strategies, including providing timely and specific feedback. Curriculum Development: Curricula should be designed to incorporate formative assessment as an integral component of instruction. Educational Policy: Educational policies should support the implementation of formative assessment practices in schools. While the study provides valuable insights, it is essential to acknowledge its limitations. The study was conducted with a specific population in Iran, and the findings may not be generalizable to other contexts. Future research could explore the impact of formative assessment in different cultural and educational settings. Additionally, longitudinal studies could provide more in-depth insights into the long-term effects of formative assessment on student outcomes. This research underscores the pivotal role of formative assessment in enhancing science learning behaviors. By implementing effective formative assessment practices, educators can create more engaging and effective learning environments for their students. Future research should continue to investigate the complexities of formative assessment and its impact on student learning.

Today, addiction to online games in children has grown significantly and the aim of this study was to predicting addiction to online games based on mood and anxiety symptoms, psychological adjustment and academic self-efficacy in students.

This study was descriptive from correlation type. The research population was the sixth grade students of Mashhad city in the 2022-20233 academic years, which 400 students were selected as a sample with using multi-stage cluster sampling method. The research tools were included questionnaires of addiction to online games (Wang and Chang, 2002), mood and anxiety symptoms (Wardenaar et al., 2010), psychological adjustment (Bell, 1961) and academic self-efficacy (Jinks and Morgan, 1999) and its data were analyzed by Pearson correlation coefficients and multiple regression with enter model methods in SPSS-23 software.

The results indicated that the score of mood and anxiety symptoms and score of psychological adjustment had a positive and significant correlation with the score of addiction to online games in students, and the score of academic self-efficacy had a negative and significant correlation with the score of addiction to online games in them (P<0.01). Also, the mood and anxiety symptoms, psychological adjustment and academic self-efficacy could predict 41% of the changes of addiction to online games in students (P<0.001).

According to the results, in order to reduce the addiction to online games in students can be decreased the mood and anxiety symptoms and increased the psychological adjustment and academic self-efficacy.

The purpose of this study was to investigate the mediating role of academic motivation in predicting students' academic engagement based on self-efficacy and academic optimism in sixth grade students of elementary school.

The participants included 322 people (164 boys and 158 girls) from the sixth grade students of the four primary districts of Shiraz, who were selected based on the random cluster sampling method and the academic self-efficacy scale of Patrick, Hicks and Ryan, (1997), Schennen-Moran et al.'s academic optimism questionnaire (2013), Rio and Tseng's academic engagement questionnaire (2011) and Harter's academic motivation scale (1981) were completed. Path analysis method was used to test the research hypotheses.

The results of the research showed that the variables of academic self-efficacy and academic optimism have a significant direct effect on academic engagement. In addition, academic motivation plays a mediating role in the relationship between academic self-efficacy and academic optimism with academic engagement.

In general, the results of the present study confirmed the mediating role of academic motivation in the relationship between academic self-efficacy and academic optimism concerning academic involvement, and the theoretical and practical implications of thesefindings were discussed. From a theoretical perspective, this research represents a step toward expanding the existing knowledge regarding academic conflict and the factors that influence it. By implementing well-structured and written educational protocols focused on academic optimism and self-efficacy, more help should be given to promote the motivation and academic engagement of students..

The purpose of this research was to develop an educational package based on cognitive-perceptual components and to investigate the effectiveness of the developed package on the variable of academic self-efficacy of dyslexic students. The qualitative research method was content analysis according to Atride-Stirling (2001) and the quantitative research method was a semi-experimental design with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population of the study was 2800 students of the second period of primary school in Saman city in the academic year 1402-1403. The sample in this study included 40 students of the second period of primary school who were selected by convenience sampling method and randomly assigned to the experimental and control groups. The students in the experimental group received the cognitive-perceptual educational package individually over 8 weeks in 18 50-minute sessions. The questionnaire used in this research included the academic self-efficacy questionnaire of Patrick, Hicks and Ryan and the checklist of dyslexia symptoms. The data obtained from the research were analyzed by mixed variance analysis using SPSS 23 statistical software. The results showed that the perceptual-cognitive educational package for dyslexic children has sufficient content validity according to experts. Also, this educational package has an effect on academic self-efficacy (P>0.0001; Eta>0.28; F>9.52) of dyslexic students. Based on the findings, it can be concluded that the perceptual-cognitive training package can be used as an efficient method to improve the academic self-efficacy of dyslexic students.

This research was conducted with the aim of determining the effectiveness of philosophy education for children on critical thinking, academic self-efficacy and spiritual growth of 10-13-year-old female students. This research was applied in terms of purpose and in terms of quasi -experimental method with a pre-test and post-test design with a control group. The statistical population of the research includes all female students aged 10 to 13 in Tehran in the academic year 1402-1403, of which 32 people were selected as a statistical sample using the available sampling method. Of these, 16 people were randomly included in the experimental group and 16 in the control group. Ricketts' critical thinking questionnaire (2003), Jinks and Morgan's academic self-efficacy questionnaire (1999) and King's spiritual intelligence questionnaire (2008) were used to collect data. Data analysis was done through covariance test and SPSS software version 26. The findings of this research showed that teaching philosophy for children according to the size of the effect (0.617) on critical thinking and its components and the effect (0.706) on academic efficiency and its components and according to the size the effect (0.657) has a significant effect on spiritual intelligence and its components. Therefore, it can be concluded that teaching philosophy for children by strengthening thinking skills and developing inner awareness improves and strengthens critical thinking skills, academic self-efficacy and spiritual growth in students.

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.

English has been known as an international language for decades and its use as a means of communication is increasing rapidly. However, teaching and learning language and communication skills is not very satisfactory. The reasons for students' failure can be different. Currently, the study of foreign languages has become so important that how to use the appropriate methods of teaching foreign languages for students has become a serious problem in the theoretical discussions of language education. has been In recent years, the approach to learning foreign languages has changed from teacher-centered to learner-centered, and many teaching and learning strategies have been created to meet the different needs of language learners. The method of teaching English is not the same in all classes, and depending on the educational environment and the conditions of students or language learners, different methods of teaching language skills (speaking, listening, reading and writing) are used. Each of these methods has its own advantages and disadvantages, and if chosen according to the student's needs, they will be more effective. It is considered important that the students' information is the basis of it, and the one who remembers most of the material and is considered a successful learner who has received a higher grade, as a result, the student's academic motivation and initiative are ignored and not taken into account. Paying attention to the importance of the teaching method, the current problem is how to use which group of teaching methods and patterns to provide conditions so that learners can study with interest, be active in the learning process, and acquire basic social skills. do so that the desired cultural characteristics are institutionalized in them. One of these methods is the teaching method based on the collaborative approach the method of community language learning. In this method, the teacher is mainly present in the class as a leader, and after reading the material, people are divided into different groups and do the material together in different ways. The most essential part of the teacher's role in this method is the role of a consultant. Therefore, the teacher moves between the groups and observes their activities and is also present wherever necessary to guide and solve problems. Another aspect of the teacher's presence is the reward factor. Because in this method, it is very important to build self-confidence in students so that they can work in groups. Based on this, as a result of its use, it strengthens self-efficacy, self-directed learning in people. Mental and practical skills are developed. An atmosphere of self-discipline prevails in the class, attention is paid to individual differences, and the ground for cultivating imagination, innovation and academic motivation is provided. The meaning of academic self-efficacy is students' understanding of their abilities. In this regard, research shows the importance of the role of appropriate teaching method in improving learning. In the method resulting from the language learning community, students are actively involved in the learning process. Based on this, a significant improvement was made in the speaking skills of the students, according to the background of internal research and numerous searches in internal databases, it seems that this method has been given less attention in the teaching process of the Iranian educational system for teaching English. Is. Based on this,The purpose of this study is to investigate whether the inclusion of Community Language Learning-based instructional design can increase students' self-directed learning abilities, strengthen their academic motivation, and improve their academic self-efficacy, especially in the context of English language learning.MethodThe current research is applied in terms of purpose and in terms of research method, it is semi-experimental in which students are placed in experimental and control groups. So, the members of the experimental group were trained based on the teaching method based on the learning community model. However, the members of the control group were trained in the usual way. The statistical population consists of all students of Islamic Azad University, Sari branch, who are studying English in the second semester of the academic year 2022-2023 and their number According to the statistics obtained, there were more than 250 people. In order to select the sample size based on GPower sample size calculation software, 50 people were selected by simple random sampling method. In this way, by random assignment, sample members were selected in the form of a group to measure the effect of the mentioned teaching method under the title of experimental group and another group as a control or control group. In fact, completely randomly (based on lottery), one class was selected as the experimental group (25 people) and another class as the control group (25 people). After the introduction and identification of the sample members and their random assignment in each of the experimental and control groups, in the first stage, all the subjects were asked to answer the questions of the standard (pre-made) questionnaires of their learning. Fisher's guide (2001) with 40 questions, Harter's academic motivation (1981) with 33 questions and Scherer and Maddox's academic self-efficacy (1982) with 17 questions, as a pre-test.In the explanation of the findings, it can be said that in the CLL teaching method, at the beginning, language is an auxiliary means to introduce and express personal opinions, and the language learner expresses his feelings with the word "I", but in the steps Next, language enters the stage of its expressive, communicative and symbolic function, which is the social function of language. At this stage, learning is gradually brought to the group and by observing these two basic functions of language, awareness and knowledge are formed in the individual, and the more he progresses in his education, the more his learning abilities increase. become On the other hand, effective learning methods help improve comprehension skills. These methods help to strengthen memory, speak better and faster, read, increase concentration and gain more ability and lead to comprehensive lifelong language learning and as a result, as the results showed, using the method CLL teaching has an effect on self-directed learning, academic motivation and academic self-efficacy of students in English language course.Based on this, it is suggested that since the teaching method of CLL has not been widely and comprehensively taken into consideration by schools, universities and language schools all over the country, lecturers, teachers and language professors, in order to To improve academic self-efficacy, academic motivation and self-directed learning in language learners and progress in their learning process, they should use this method more than before and be diligent in expanding and promoting it.

This research was conducted with the aim of investigating the relationship between teacher's leadership style and students' academic engagment with the mediating role of classroom climate and academic self-efficacy.

The descriptive research method was correlation type with structural equation approach. The statistical population of the research included 420 secondary school boys of Salas Babajani city, 210 of whom were selected as a sample using the multi-stage cluster sampling method. To collect data, Tsai's teacher leadership style questionnaire (2014), Hu's school climate questionnaire (2010), Zazhakua Lynch and Spanshad's academic self-efficacy questionnaire (2005) and Wang et al.'s academic enthusiasm questionnaire (2014) were used. Descriptive statistics and inferential statistics were used for data analysis under SPSS software and Smart Pls software was used to check model fit.

There is a positive and meaningful relationship between teacher leadership style and school climate, there is a positive and meaningful relationship between teacher leadership style and academic self-efficacy, there is a positive and meaningful relationship between teacher leadership style and academic enthusiasm, there is a positive relationship between school climate and academic enthusiasm and there is significant, there is a positive and significant relationship between academic self-efficacy and academic enthusiasm. Also, school climate and academic self-efficacy play a mediating role in the relationship between teacher leadership style and academic enthusiasm

teacher's leadership style, classroom climate and academic self-efficacy are important and effective variables on academic engagment.

The purpose of this research is to determine the relationship between moral intelligence and academic self-efficacy with the mediation of academic engagement of students in Mahabad city. The method of descriptive-survey research was of the correlation type and the statistical population was all 2831 secondary school female students of Mahabad city, of which 338 were selected by cluster sampling using Morgan's table. Data collection tools were standardized questionnaires of moral intelligence of Lenik and Hill (2005), academic self-efficacy of Jinks and Morgan (1999) and academic engagement of Fridix et al. (2006). The results of hypothesis testing were analyzed by spss and pls software and using correlation tests and structural equation modeling. The results showed that moral intelligence has a positive and significant relationship on academic self-efficacy with the mediation of academic conflict (0.31). Also, the results indicated that there is a positive and significant relationship between moral intelligence and academic self-efficacy components (0.52). The relationship between moral intelligence and academic engagement components was positive and significant (0.76) and finally, academic engagement has a positive and significant relationship with academic self-efficacy (0.41). Therefore, by increasing moral intelligence and consequently increasing academic engagement, it is possible to provide the basis for increasing academic self-efficacy in secondary school female students of Mahabad city.

Given that academic buoyancy could help with school achievement, its relationship with other factors could be of interest if one were to help with its improvement. Among such factors communication skills and academic self-efficacy stand out. To determine the relationship between these three constructs a group of 262 female high school students was selected using the cluster sampling method. Three questionnaires of assumed validity and reliability were utilized to collect data on the said three constructs. Data analyses revealed that communication skills have a direct and significant impact on both academic buoyancy and self-efficacy, with the latter having a mediating role in the relationship between the other two. Thus it is suggested that the stage for the improvement of communication skills within the educational settings be set in order for the students’ self-efficacy and buoyancy improve and lead to higher level of achievement.

The aim of current study was to examine the structural relationship of school bonding, academic self-efficacy and math motivation in students. The participants included 159 forth, fifth and sixth grade elementary school male and female students that were chose by multistage cluster sampling method. School Bonding Scale, Student Efficacy Scale and Primary School Mathematics Motivation Scale were administered. Structural Equation Modeling (SEM) and Bootstrap tests were conducted to explore direct and indirect pathways of study’s model respectively. Results showed that school bonding and academic self-efficacy are antecedents of math motivation in students. In addition, the results indicated that academic self-efficacy has a significant mediating role on the relationship between school bonding and math motivation (p<0.05). The findings of this study could help school counselors, education psychologist, and teachers to reduce student’s math motivation problems.

The purpose of this research was the relationship between academic optimism and academic involvement with the mediating role of academic self-efficacy in the sixth grade students of Shiraz.

This research is applied in terms of purpose and descriptive-correlation method. The statistical population of the research is the 6th grade students of Shiraz city (3500 people), according to the number and the minimum required number and based on the Morgan table, there were 401 people (191 boys and 210 girls) from the 6th grade students of regions one to four. They were selected by random cluster method and completed academic optimism questionnaires (reliability 0.93), academic self-efficacy (reliability 0.92) and academic engagement (reliability 0.96). The validity of the questionnaires was checked using face and face validity methods. Structural equation modeling method was used for data analysis using Amos software version 24.

The results showed that academic optimism had an effect on students' academic engagement both directly (p=0.001, β=0.17) and through the mediation of self-efficacy (b=0.57, p=0.004). The increase in academic optimism and efficiency of students was associated with the increase in their education level (p<0.001).

Therefore, it can be concluded that by increasing the components of academic optimism and self-efficacy of students, the level of academic involvement of students can be improved.