academic skills

The objective of the present research was to examine the impact of the use of social networks, source control, and academic skills on the academic achievement of students after the COVID-19 pandemic. This research was descriptive and employed a correlational method. The statistical population consisted of the students of Islamic Azad University, Qom Branch, in the academic year 1402–1403. Sampling was conducted using a voluntary method, and 90 students of Islamic Azad University, Qom Branch, responded to the questionnaires on academic skills, source control, and social networks. The students’ grade point average was adopted as the indicator of academic achievement. Ultimately, 82 respondents were analyzed using multiple regression analysis. The reliability of the questionnaires on academic skills, source control, and the use of social networks was evaluated, yielding reliability coefficients of 0.902, 0.765, and 0.884, respectively. In the present study, a significant relationship was observed between academic skills and academic achievement after the COVID-19 pandemic. Moreover, no significant relationship was found between the use of social networks, source control, and academic achievement. Academic skills exhibited a direct and positive relationship with academic achievement; however, the extent of the use of social networks and source control were not direct predictors of academic achievement. The findings of this research have practical implications for university administrators and educational policymakers. In view of the importance of academic skills in academic achievement, the design and implementation of educational programs to enhance students’ academic skills is imperative

This study was a practical study in terms of purpose and a quasi-experimental research in terms of data collection conducted based on the pre-test-post-test design with a control group. The sample included 72 sixth grade male students of district two of Urmia. They were selected by convenience sampling method and were randomly divided into the experimental and control groups. The standard questionnaires of Hanter's academic motivation and Fam Taylor's academic performance were used to collect the data. Results showed that there was a significant difference between the mean scores of the experimental and control groups for both variables. This means that as a result of teaching academic skills (planning, time management, proper study and practice of lessons ...), students' motivation and academic performance in mathematics have been increased. Therefore, the use of these skills' training has a positive effect on students' academic performance.

The aim of this research was to investigate the effect of academic skills group training on achievement motivation and self-efficacy of students. Research method was experimental with pretest - posttest design and control group. The population consisted of first grade high school boys of Khomeinishahr town in 90-91 academic years. By using multiple stage cluster sampling method, one region and one high school from that region, was randomly selected. After conducting Sherer self-efficacy and Hermanse achievement motivation as pre-tests, on first grade high school boys, 20 students were selected randomly and placed in experimental and control groups. The experimental group received academic skills training through 8 sessions of 90 minutes, whereas the control group did not receive any intervention. After finishing training sessions, then posttest were conducted on both groups. The results of analysis of covariance indicated that academic skills group training significantly increased achievement motivation and self efficacy of the experimental group as compared to the control group (P<0.001). Therefore, it can be concluded that academic skills group training will improve student's self-efficacy and achievement motivation.