انگیزش تحصیلی

The academic performance of students is an index by which their learning and progress is judged, and many individual and environmental factors are effective in academic performance.

The present study aimed to develop a model of student's academic performance based on personality traits and academic engagement with the mediation of self-efficacy and academic motivation.

The research method was descriptive correlational and the statistical population of the present study included all students of Azad University, Science and Research Branch in 2018 and 2019 among them, 422 people were selected by available sampling method. The research tools include the NEO Five-Factor Inventory by Costa & McCrae (1989); the Academic Engagement Questionnaire by Reeve et al., (2013); the Self-Efficacy Scale by Sherer et al. (1982); the Academic Motivation Scale by Vallerand et al. (1992) and Educational Performance Test by Dortaj & Delavar (2005). The structural equation modeling method was used to analyze the data.

The results of the present study showed that the coefficient of the indirect path between academic engagement and academic performance through academic self-efficacy was significant (p<.01, β=.072). The indirect path coefficient between academic engagement and academic performance through academic demotivation was significant (p<.01, β=.056). The indirect path coefficient between neuroticism and academic performance through self-efficacy was significant (p<.01, β=-.050). The indirect path coefficient between conscientiousness and academic performance through internal academic motivation (p<.01, β=.064) and through academic demotivation (p<.01, β=.055) were significant. The indirect path coefficient between agreeableness and academic performance through internal academic motivation (p<0.01, β=.068) and academic demotivation (p<0.05, β=.034) were significant.

Personality traits and academic engagement predict academic performance with the mediation of self-efficacy and academic motivation. It is suggested to hold workshops with academic self-efficacy content to the officials, administrators, and teachers.

Currently, the most important concern of the educational system is to create a suitable platform for effective and sustainable learning through education. Education helps students expand and improve their lifestyles. One of the important factors that can promote a positive educational environment among students is academic progress, which can be influenced by many factors, such as students' tendencies, standards, and persistence in school activities. On the other hand, academic progress is undoubtedly one of the most important psychological concepts in education, which plays a unique role in the energy, direction, stability, and activation of students, and it will be essential to investigate the effective and related factors. In the past decades, teachers and researchers in education and training have tried to identify the background factors that cause the success and failure of learners and stated that success cannot be attributed to one factor. Still, many factors are involved; among these factors are academic motivation and academic meaning. Therefore, the present study was conducted to investigate the effectiveness of teaching mindfulness–based techniques on academic motivation and meaning in students with poor academic progress.

The present study was quasi–experimental and employed a pretest–posttest design with a control group. The statistical population of the current study included all students in the 11th grade of the senior high schools in Tehran City, Iran, in the academic year of 2020–2021. The statistical sample comprised 40 students with low academic achievement randomly assigned to the experimental (20 people) and control (20 people) groups. A sample size of at least 15 people is recommended for experimental and causal–comparative research. The inclusion criteria were as follows: not using psychology and psychiatric services simultaneous with this study intervention, lacking psychiatric disorders or using psychiatric drugs, and not being under group consultation during the study period. The exclusion criteria were as follows: dissatisfaction with the study procedure, absence of more than two sessions from the educational program, and failure to do the educational assignments.
 They received the academic motivation questionnaire (Ali and McInerney, 2006) and the meaning of education questionnaire (Henderson–King and Smith, 2006) to collect data. The experimental group participants received eight mindfulness techniques sessions (Kabatzin, 2003). The obtained data were analyzed by multivariate analysis of covariance using SPSS–22. The significance level of the tests was considered 0.05.

The participants of this research were 40 students with poor academic progress. The results of covariance analysis showed that, after removing the pretest effect, mindfulness–based techniques effectively increased students' academic motivation and meaning (p<0.001). In other words, according to the eta square, the average increase of each variable of academic motivation and academic meaning was 48% and 19%, respectively, affected by the intervention with the training of mindfulness–based techniques.

The results showed that mindfulness–based techniques were effective in academic motivation and academic meaning in students with poor academic progress. Increasing concentration while studying leads to increasing self–awareness in students, improving the quality of studying and learning, which increases academic motivation. The Mindfulness method, due to its hidden mechanisms, such as acceptance, increasing awareness, desensitization, being present at the moment, and observation without judgment and confrontation, is effective in expanding the meaning of education. On the other hand, the effectiveness of treatment remains for a long time.

Blended learning, as one of the most common approaches to education, and academic motivation and engagement as psychological constructs are considered external and internal drivers of academic achievement. The purpose of this research was to study the prediction of academic achievement based on the blending learning approach, academic motivation, and academic engagement.

The population of this survey consisted of 220 students at the Faculty of Education of Khalkhal Branch of Payame Noor University (PNU) in 2018-2019. Using stratified random sampling and based on the Krejcie-Morgan table, 140 students were selected as the sample. Data were collected using a Blended Learning questionnaire, the Academic Motivation Questionnaire of Harnes(2014), and the Academic Engagement Questionnaire of Zerang (2012). A simple linear regression based on the Pearson correlation coefficient was used to examine the causal relationships among the variables and multiple regressions was used to examine the simultaneous relationships among the variables. Data analysis was done in SPSS Statistics 21.

The results showed that each of the independent variables, i.e. blended learning, academic motivation, and academic engagement, has a significant effect on academic achievement (< 0.05;  = 5.990, 4.7, 213.389). In addition, the results indicated that the simultaneous effect of blended learning, academic motivation, and academic engagement on academic achievement is stronger (=0.435).

Effective needs assessment, design, implementation and evaluation of programs that aim to enhance the components of blended learning, the intrinsic and extrinsic dimensions of academic motivation, and the behavioral, cognitive, and affective dimensions of academic engagement could dramatically improve academic achievement.

Motivation in education and learning are significant challenges in clinical education. This study aimed to determine the relationship between clinical education status and academic motivation among clinical-stage medical students Gonabad University of Medical Sciences.

This cross-sectional study was conducted with 198 medical interns and residents at Gonabad University of Medical Sciences during the academic year 2021-2022 using a census method. Data collection tools included the Clinical Education Status Questionnaire and the Harter Academic Motivation Questionnaire. Descriptive statistics (mean and standard deviation) were used to describe the participants' status, and data were analyzed using independent t-tests, Pearson, and Spearman correlation tests.

The mean score for clinical education status among interns was 51.93 ± 16.56, while for residents, it was 12.93 ± 08.12. The mean score for academic motivation among interns was 102.07 ± 11.30, and for residents, it was 100.07 ± 11.54. Overall, the clinical education status averaged 93.31, indicating a relatively moderate level and Academic motivation averaged 101.05 ± 11.44, indicating a high level, with a significant correlation observed between clinical education status and academic motivation (r = 0.454).    

Given the weakness in the clinical education status, as well as the direct relationship between clinical education status and academic motivation, it is recommended that university officials, particularly in the educational and clinical departments, focus on special attention and planning to improve the clinical education status at the university.

 Happiness is an emotional state characterized by feelings of joy, satisfaction, and contentment. On the other hand, academic motivation plays an effective role in students' interest in lessons and school and is the foundation of academic progress. The aim of this study was to compare the effectiveness of participation-based education and science storytelling-based education on the happiness and academic motivation of students ready for the gifted exam.

 This quasi-experimental study with a pretest-posttest design with a control group was conducted with the participation of 45 sixth-grade male elementary school students preparing for the gifted test in Tabriz in 2023. Cluster random sampling was performed and participants were randomly assigned to two intervention groups and a control group. First, a pre-test was conducted. After that, one of the two intervention groups received a course of participation-based training and the other group received training based on telling scientific stories during 10 sessions, and the control group continued its regular classroom programs at the same time. Then, a post-test was conducted. Data were collected using the Oxford Happiness and Harter Academic Motivation Questionnaires. Data were analyzed using covariance analysis test and SPSS Statistics for Windows, version 24.0 (SPSS Inc., Chicago, Ill., USA).

 The study showed that the mean (SD) of happiness scores in the intervention group of participation-based education increased from 36.4 (4.4) before the intervention to 75.1(2.7) after the intervention (P=0.016). For academic motivation scores increased from 70.9 (10.3) to 134.2 (7.1) (P=0.008). In the teaching group based on telling scientific stories, the mean (SD) of happiness scores increased from 37.7 (4.6) to 72.5 (3.3) (P=0.002). Academic motivation scores increased from 72.7 (12.1) to 142.9 (7.3) (P=0.013). In the control group, there was no difference between the pre-test and post-test scores.

 The study showed that both participatory and science storytelling methods had a positive effect on improving students' happiness and academic motivation. In the case of happiness, the participatory group increased more than the science storytelling group, but on the contrary, in the case of academic motivation, the science storytelling method was more effective.

Experts believe that motivation plays an important role in the academic performance of students and according to the current conditions, various factors can improve it. Among these factors, psychological and social well-being is considered as effective variables. Therefore, this study was conducted with the purpose of determining the role of psychological and social well-being on the academic motivation of nursing students through the mediation of academic civic behaviors.

This is a correlational descriptive study. The statistical population consisted of nursing students of Tabriz University of Medical Sciences during the academic year of 1400-1401 (2021-2022). The number of 250 people was selected out of available 700 nursing students based on Morgan's table using stratified random sampling method. Harter's academic motivation questionnaire (1981), Rief's psychological well-being (1989), Keyes' social well-being scale (2004) and Gol Parvar's academic civic behavior questionnaire (2019) were used to collect data. Data analysis was performed using Pearson's correlation coefficient and structural equation analysis using SPSS-21 and Amos-22.

The results of showed that there is a positive and significant relationship between social well-being and its components (including prosperity, correlation, cohesion, acceptance and social participation) and psychological well-being and its components (including self-acceptance, positive relationships with others, autonomy, control over the environment, purposeful life, and personal growth) and academic motivation (p<0.05). Furthermore, academic civic behaviors have a mediating role in the relationship between psychological well-being and its components and social well-being and its components and academic motivation (p<0.01).

Based on the study findings, due to the influencing role of psychological and social well-being on variables such as academic motivation and civic academic behaviors in nursing students, universities should make efforts to hold consultation centers inorder to increase psychological well-being and academic motivation of their students

People with a high level of self-directed learning are active learners who have a strong desire to learn, use problem-solving skills, and manage their own learning. The aim of this research was to design and validate the learning model of distance education based on academic motivation and self-directed learning with the mediating role of critical thinking in distance education universities.

The research method was descriptive and of the correlation type using the structural equation method. The research population included all doctoral students in the fields of distance education, educational management, education philosophy, curriculum and educational planning of distance education universities in Tehran province, 2019-2020. Out of which, 200 people was selected by random sampling. The research tools included Vallerand students' academic motivation questionnaire, Fisher's self-directed learning scale and Ricketts critical thinking questionnaire. Data analysis were using SPSS software version 21 and AMOS software version 3.

The findings showed that critical thinking has a mediating role in relation to academic motivation and self-directed learning in distance education universities and the research model has a suitable fit. Academic motivation has an indirect effect on the leader's self-learning through the mediation of critical thinking (P<0.05) and academic motivation has a direct effect on the leader's self-learning (P<0.05).

In order to improve the level of self-directed learning, the distance education system should pay attention to academic motivation and critical thinking in students.

With the spread of COVID-19 around the world, governments were forced to close scientific institutions and universities to control the spread of the disease, so these factors required them to use virtual education in an unprecedented way. Increasing the use of this type of education caused an increase in stress among students and somehow affected their academic motivation. Therefore, the present study was conducted with the aim of the comparison of perceived stress and academic motivation of students under virtual education in different fields of Baqiyatallah University of Medical Sciences.

The present study is a descriptive cross-sectional study that was conducted from 2020 to 2021 at Baqiyatallah University of Medical Sciences among 300 students. To collect information, three demographic questionnaires, Cohen's perceived stress and, Harter's academic motivation were used, which were collected virtually and analyzed with the help of SPSS 22 software.

(70.2%) of students had a high level of academic motivation and (83.4%) reported a high level of perceived stress. Pharmacy students had the highest medical students had the lowest level of perceived stress, and dental and medical students had the highest and lowest levels of academic motivation, respectively.

According to the results of this study, most of the students under virtual education had experienced severe perceived stress, and high academic motivation.Therefore, by making appropriate decisions and planning, it is possible to prevent the occurrence of psychological disorders caused by high stress as well as the educational pressure of students and increase the quality of their learning.

By the occurrence of the Covid-19 pandemic and the closure of universities and educational institutions, electronic education was used to continue the education process, which is very different from face-to-face education. Therefore, this study was conducted with the aim of examining academic motivation and academic satisfaction of nursing students of Ahvaz Jundishapur University of Medical Sciences during the COVID 19 pandemic

In this cross-sectional study, 167 nursing students studying at Ahvaz Jundishapur University of Medical Sciences, were included by census method. The data collection tool included questionnaires for demographic information, academic satisfaction and academic motivation. Data were analyzed using descriptive statistics and inferential statistics including independent t-test, one-way ANOVA, Pearson's correlation coefficient, and simple linear regression in SPSS-22.

A significant and positive correlation academic satisfaction and academic motivation (P<0.001, r=0.511). Regression models showed that academic motivation (P<0.001, β=0.511) was a predictor of academic satisfaction in nursing students. This factor was able to predict 25% of the changes in the academic satisfaction variable.

Considering that nursing students had moderate academic satisfaction and motivation in the conditions of the Corona pandemic and virtual education, therefore, it is necessary for nursing education managers to design and implement new and effective educational strategies to eliminate educational deficiencies and improve the level of academic motivation and satisfaction of nursing students should try.

The aim of this study was to determine effectiveness a training package for cool executive functions on the academic motivation of sixth grade elementary normal students in normal schools.

The research was performed by quasi -experimental method of pretest-posttest with control group. research Sample was Included 2 sixth grade classrooms from 2 different primary schools in Tabriz in the academic year 1397-98 that were selected by selecting multi-stage cluster method and randomly divided into two experimental and control groups. The experimental group was trained for 16 sessions. Data from the Academic Motivation Questionnaire in the pretest and posttest stages, were analyzed using statistical analysis of covariance.

The results showed that this package has been significantly effective in improving academic motivation, it significantly increases external and internal academic motivation and significantly reduces Lack of  motivation in the experimental group(p <0.001).

The findings generally confirmed the effectiveness of the educational package of cool executive functions on the academic motivation of sixth grade elementary students. Therefore, this educational package is recommended for training sixth grade elementary students.

One of the important concerns of the medical education system is the academic success of medical students due to their important role in the quality of the health system. In the previous studies, academic motivation, quality of learning experiences and self-regulation have been introduced as factors affecting learning (directly or indirectly). This study was designed and conducted to investigate the academic motivation and its relationship with the quality of learning experiences and self-regulation of medical students in Birjand.

In this cross-sectional descriptive type of correlation study, that was conducted in 1400, 151 medical students of Birjand were selected by stratified random sampling method. Data were collected through the standard questionnaires of Vallerand`s academic motivation, Neuman`s quality of learning experience, and Hong and O’ Neil self-regulation. Then, the information was analyzed using related statistical tests.

The average score of students' academic motivation was equal to 135.66±24.95, which indicates a very good academic motivation score. There was no relationship between the quality of learning experiences and educational motivation (p-value=0.765). Results showed a positive correlation between academic motivation and self-regulation (p-value<0.05), equal to 0.47. The regression model showed that self-organization is a positive and significant predictor of educational motivation and can explain about 23 percent of the variance of educational motivation.

Self-regulation and its related skills should be given more attention by the medical education system. Medical teachers should pay more attention to appropriate teaching methods to increase students’ motivation and their self-regulation skills.

Corona crisis has attracted the attention of all educational environments such as universities, schools and organizations for e-learning, but the quality of e-learning and its results, such as learning and academic motivation must also be considered. The aim of this study was to determine the effect of problem-based e-learning on the learning and motivation of medical students in coronary conditions.

The research method was quasi-experimental with pre-test and post-test design with experimental and control groups. From the statistical population of medical students of Ardabil University of Medical Sciences, 32 students were selected using available sampling method and were randomly divided into experimental and control groups. The experimental group was exposed to problem-oriented e-learning for two months and the e-learning group was directly exposed to the control group. A researcher-made learning questionnaire and academic motivation (Vallerend et al., 1989) were used. Research findings were analyzed using covariance.

The results showed that the average learning and academic motivation of the experimental group increased from 6.81 and 69.56 in the pre-test stage to 17.50 and 92.31 in the post-test stage, respectively. The results of analysis of covariance showed that after removing the effect of pretest, the mean scores of posttest of the two groups were statistically significant (p≥0.005).

The results of this study showed that the use of e-learning's problem-Based approach in coronary conditions can be effective in increasing the learning and academic motivation of medical students.

Background &

Nowadays, one of the most important concerns of education administrators, parents, and students is the discussion of learning to achieve academic success. On the other hand, traditional teachings are not effective either; they cannot meet the needs of today's learners. For this reason, teachers are looking for new methods and approaches for better and more effective education. Quality education is another important concern of teachers. The teachers have well understood that the uniformity and lack of initiative in the teaching method cannot provide the basis for the academic growth and success of the students. Also, one of the educational inefficiencies in today's schools is the inadequacy of teaching time with educational content in classrooms, especially in the interaction between teacher and student, which has seriously challenged the educational program. As a result, teachers should look for a new approach to teaching and learning that has a different look at the classroom. One of the most appropriate of these new methods of education is individual education, including virtual education. The virtual education method is one of the types of modern education methods that has received a lot of attention in the last decade. Therefore, the purpose of this research was to the effect of online education on academic resilience and academic motivation of 12th-grade female students in Sari City.

In terms of practical purpose, this research was a field data collection method, and in terms of descriptive nature, it was a quasi-experimental type (pre-test-post-test with a control group). The statistical population included all 12th-grade female students of Sari city in 1402-1401 in the number of 1450 people, of which 40 were randomly selected from the 12th-grade students of the second secondary school and after the pre-test was conducted among 40 people, 30 people who got the lowest score (15 people in the experimental group and 15 people in the control group) were selected as samples. The data collection tools were Samuels's (2004) and Harter's (2001) standard academic resilience questionnaires. The validity of this questionnaire was confirmed by experts. For data analysis, descriptive (mean and standard deviation) and inferential (Kolmogorov-Smirnov, variance, regression, and univariate covariance (ANCOA)) were done using Spss22 software. Virtual education was determined by the questions of Kim et al.'s virtual education questionnaire (2005). So there were a total of 21 five-choice questions, the response scale of which was a five-point Likert scale, whose options were scored from very little=1 to very much=5. So score 1 represents the least impact of virtual education and score 5 represents the greatest impact of virtual education. This questionnaire has seven subscales, each of which was determined by a number of questions. The construct validity of this questionnaire was examined and confirmed using the factor analysis method. The reliability of this questionnaire was also confirmed by calculating the Cronbach's alpha method. The resilience questionnaire was created by Samuels (2004) and its suitability was confirmed in two studies. Then, with the expansion of the study, it was published in 2009 with Wu's collaboration. The original version of this questionnaire includes 40 questions. In the Iranian norm, the number of questions in this questionnaire was reduced to 29 questions, and finally, three factors with the titles (communication skills, future orientation, and problem-oriented/positivity) were confirmed for this questionnaire. The academic motivation questionnaire was created by Harter, which includes 33 items and two dimensions (intrinsic motivation and extrinsic motivation) whose purpose is to investigate academic motivation among students. This questionnaire is measured based on a Likert scale (never, 1; rarely, 2; sometimes, 3; most of the time, 4; almost always, 5). The validity and reliability of this questionnaire were confirmed by Zahiri and Rajabi (2008) and the reliability was reported as 0.92 using Cronbach's alpha test.

As shown in Table 3, the effect of virtual education on academic resilience (P < 0.05 and F = 4.757) and on academic motivation (P < 0.05 and F = 10.146) can be seen for the difference between the groups. Control and experiment) after adjusting the averages of the two groups based on the pre-test score, it is statistically significant. Therefore, it can be concluded that virtual education has an effect on the academic resilience and academic motivation of 12th-grade female students in Sari City. Looking at the averages of the two groups (Table 1) shows that the test group's score in the post-test has increased compared to the control group's academic resilience. Therefore, it can be concluded that virtual education has increased the academic resilience of 12th-grade female students in Sari. The squared value of Eta is equal to 0.557. This means that 31% of the changes in academic resilience scores are due to virtual education. Also, the averages of the two groups (Table 2) show that the scores of the subjects of the experimental group in the post-test compared to the control group have increased in the students' academic motivation. Therefore, it can be concluded that virtual education has increased the academic motivation of 12th-grade female students in Sari. The squared value of Eta is equal to 0.752. This means that 75% of the changes in academic motivation scores are due to virtual education. The results showed that virtual education has an effect on the academic resilience and academic motivation of 12th-grade female students in Sari City.

In explaining the above results, it can be said that virtual education improves academic resilience and academic motivation. As academic motivation increases, the academic resilience of the students increases, the reverse teaching method provides an active and interactive environment for students to learn, and the teacher plays the role of a guide and facilitator. As a result, students are actively and creatively involved in the subjects. Therefore, teachers' teaching approaches play an important role in encouraging learners to adopt the best learning methods. On the other hand, virtual education creates a suitable environment for students to relax and enter the class without stress and anxiety and with full preparation, their self-confidence and participation in class activities also increases and that's it. It improves the level and level of resilience of students. It can be said that virtual education has increased the academic resilience of 12th-grade female students in Sari.

One of the concepts raised in contemporary education is cognitive learning strategies and metacognitive learning strategies (Wolters 2003). Cognitive learning strategies and metacognitive learning strategies have valuable consequences in the process of learning, education, and even life success. Adaptation and success in school require that students expand and strengthen their cognition, emotions, or behaviors by developing learning strategies or similar processes so that they can achieve their goals (Wolters 2003). Among them, motivation is the most important condition for learning. Interest in learning is the product of factors related to the learner's personality and ability, task characteristics, incentives, and other environmental factors. Motivated students are easily recognized. They are eager to learn, interested, curious, hardworking, and serious. These students easily overcome obstacles and problems, spend more time studying and doing school assignments, learn more, and continue their studies after the end of the university course (Skinner and Belmont 1993; quoted by Memarian et al 2015). Academic motivation is defined as internal processes that stimulate activities and continue with the aim of achieving specific academic achievements (Pinreich & Zusho 2002, quoted by Areepattamannil 2011). In general, research results (Alexiou & Paraskeva 2013; Weisani, Lavasani & Ejei 2012; Salimi et al 2014) show that teaching cognitive learning strategies increases students' self-efficacy beliefs and motivation. According to the theoretical foundations and research, cognitive and metacognitive learning strategies have beneficial effects on the education and social life of students. So, the present research was designed and implemented to compare the effectiveness of teaching cognitive learning strategies and metacognitive learning strategies on the academic motivation of Tehran students in the academic year 2020-2021.

The current research was conducted as a semi-experimental pre-test and post-test with a control and follow-up group. The research population is students studying in Tehran in 2020-2021. An available sampling method was used to select the sample. First, because of the researcher's teaching in Khabar Faculty, Khabar Faculty of Applied Science University was selected. Then 3 general classrooms were selected and 30 students were randomly selected from among them and were replaced in the experimental groups 1 and 2 and the control group. There are three groups of 10 people, which include experimental group 1, experimental group 2, and control group, experimental group 1 was trained in cognitive learning strategies and experimental group 2 was trained in metacognitive learning strategies for 8 sessions in an online class through Skype software. However, there was no intervention in the control group. The inclusion criteria include a declaration of consent of all students to conduct the research, an age range between 20 and 24 years, not receiving any other treatment during the research period, undergraduate journalism students of Khabar Faculty in the 4th and 5th semesters, and gender of both male and female. Screening for lack of familiarity with strategies (getting a low score in the questionnaire on cognitive learning strategies and metacognitive learning strategies). Exclusion criteria include severe physical disability that prevents a person from participating in treatment sessions. Vallerend et al's Academic Motivation Scale (AMS, 1992) was used to collect data. The mixed variance analysis method was used to analyze the data.

In the groups of cognitive learning strategies training and metacognitive learning strategy training, the difference between the average scores of the pre-test stage and the post-test and follow-up stages is significant (p<0.01). The post-test and follow-up compared to the pre-test stage have increased significantly and the average scores of lack of motivation have decreased. The difference between the scores of the post-test phase and the scores of the follow-up phase is not significant (p<0.05), which indicates the stability of the treatment effects over time. In the control group, the difference between the scores of the pre-test stage and the post-test and follow-up stages, as well as the difference between the scores of the post-test stage and the follow-up scores, is not significant (p<0.05). In general, the results showed that the level of academic motivation of the students increased and also the post-test changes remained stable and constant during the follow-up period. In addition, this study revealed the difference between the two methods of cognitive learning strategies and metacognitive learning strategies, and the data showed that metacognitive learning strategies were more effective than cognitive learning strategies, but this difference is not significant.

Finally, this research also shows agreement with the previous research and points to the importance of teaching cognitive and metacognitive learning strategies in educational environments. These results can help university managers and professors to provide appropriate educational programs to improve students' academic motivation and help improve the quality of their academic experience. Also, this research is in line with the background of past research, and finally, in all variables, the research results showed that education Metacognitive strategies show a greater increase in the trend of variables than cognitive strategies.

  This research was conducted with the aim of investigating the effectiveness of training cognitive and metacognitive strategies on academic motivation and academic engagement of students with specific learning disorders in Hamedan.

The current research was applied in terms of purpose and semi-experimental in nature with a pre-test and post-test design. The statistical population in this research consisted of all male primary school students referred to the education counseling center who were diagnosed with a specific learning disorder. The sample members in this research were randomly replaced in the form of a control group and an experimental group, each with the number of 15 people among the people who met the criteria for entering this research. Harter's Academic Motivation Questionnaire (1981) was used to evaluate the subjects' academic motivation, and Zareng's Conflict Questionnaire (2011) was used to evaluate the academic engagement. Cognitive and metacognitive strategy training was provided in ten 60-minute sessions based on the cognitive and metacognitive strategy training program (Palsinkar and Brown, 1984). Multivariate analysis of variance was used to test the hypotheses.

The results showed that the effect of cognitive and metacognitive educational strategy training on increasing academic motivation and academic engagement was significant.

According to the findings of the research, it seems that teaching cognitive and metacognitive educational strategies have played an important role in increasing academic motivation and academic engagement.

In the last two decades, education experts have paid more attention to the categories of cognition and motivation. Cognition involves some mental abilities and actions such as knowledge, comprehension, recognition and thinking, and motivation is related to issues such as emotion, attitude and evaluation (1).
In this regard, motivation for academic achievement is one of the most important issues in the field of educational psychology and in this regard is considered as one of the most important predictors of academic performance. Research has shown the effect of cognitive processes and motivational variables as appropriate predictors of academic achievement as independent variables (1,2). One of the major variables that affect academic motivation is learning strategies. And one of the components of these learning strategies is the metacognitive strategy that is used in natural learning processes as self-regulatory learning (3). Another component that seems to be related to self-regulatory learning and academic achievement is self-efficacy. Which can affect almost everything, from mental states to behaviors and motivations (7).
In general, adolescence is a period of evolutionary cycle during which self-efficacy beliefs affect psychological outcomes. In this period, people face new challenges and how to cope and adapt to these challenges is partly influenced by the individual's self-efficacy beliefs (8).
Considering the above and the importance of self-efficacy and motivation in academic achievement on the one hand and the importance of controlling behaviors for academic achievement on the other hand, so unfortunately with the review of research conducted inside and outside the country, research on the subject was not found. For this reason, the researcher seeks to answer the question of whether the training of self-regulatory learning guides (cognitive and metacognitive) affects the components of self-efficacy, academic motivation and students' mental health or not?

The present study is experimental. To conduct this research, 46 first-year female students (second year) of Astara high schools who were studying in the 97-96 academic year were selected by multi-stage cluster sampling method and randomly selected. The two groups (23 experimental and 23 control) were divided. Then the questionnaires of motivational beliefs and self-regulatory learning strategies (MSLQ), academic motivation (AMS) and general health (GHQ 28) to collect data in the pre-test by Subjects completed. Subjects in the experimental group were trained in self-regulated learning strategies for two sessions per week for eight 90-minute sessions and the control group did not receive any training. Finally, descriptive statistics and Shapirovillek test, paired t-test and independent t-test using SPSS software were used to analyze the data.

The results showed that the mean scores of the experimental group in the post-test increased compared to the pre-test in the components of self-efficacy and academic motivation and decreased in the component of mental health (Table 1). On the other hand, it was found that there was a significant difference between the subjects in the experimental group who were trained in self-regulated learning strategies and the control group who did not receive any training in the variables of self-efficacy and academic motivation at the level of (p <5%). There is. But this difference is not seen in the mental health component. (Table 2).

The results indicate the effect of teaching cognitive and metacognitive learning strategies on the variables of self-efficacy and academic motivation, but this effect was not observed in the mental health variable. It is possible to create a greater sense of autonomy and self-efficacy by changing the conditions of teaching and learning so that students can play a more active role in their learning process. Therefore, it is suggested to consider self-regulatory strategies as part of educational interventions in order to make learners more efficient.
Another result of this study was increasing academic motivation in students who have benefited from the training of cognitive and metacognitive strategies. This result is also consistent with the findings of Poor Mohammad and Esmaeilpour (2015). They had high motivation and academic achievement (1).
Another result of the present study was that teaching learning strategies (cognitive and metacognitive) could not increase the mental health of students in the experimental group. This result is consistent with the findings of Tavakolizadeh (2011). He rejected the effect of teaching cognitive and metacognitive learning strategies on the mental health of second year middle school male students. The results showed that teaching learning strategies in the experimental group compared to the control group did not show a significant difference in terms of mental health status (19).

Emotions are among the personality dimensions of students they experience in the entire learning process and different educational situations. Academic emotions are the ups and downs students experience in the classroom and concerning academic subjects. These emotions can affect the quality of people's performance and contribute to their success or failure in education–related matters. On the other hand, in educational systems, raising students who can manage their academic emotions is necessary to prevent the waste of material resources, energy, and inefficiency of human capital. This goal is possible through academic excitement management packages. Given the vital role of academic emotions in students' lives, motivation, and academic performance, the present study was conducted to investigate the effect of educational emotion management training on the motivation and academic performance of female junior high school students. ‎

This research method was quasi–experimental with a pretest–posttest and follow–up (one month after the implementation of the training package for managing academic emotions) design with a control group. The statistical population of the research included all female junior students studying in District 2, Tehran City, Iran, in the academic year 2021–2022. According to the minimum number of subjects in each group of quasi–experimental studies, the statistical sample size of the research was estimated at 30 female students of seventh, eighth, and ninth grades. Therefore, among the statistical population, 30 students were first identified based on the inclusion criteria, and then randomly, in groups of 15, an experimental group and a control group were replaced. The inclusion criteria that were considered in the present study were as follows: being a junior student in the high school, a lack of simultaneous use of psychological counseling, aged 13–16 years, written parental consent, weakness in academic performance and motivation (based on scoring lower than average [<120] in the Academic Performance Questionnaire [EPT] and in Academic Motivation Questionnaire (AMS) [< 70]), obtaining a higher than average score (>225) in negative emotions, school counselor or psychologist approval to participate in the research. The exclusion criteria included the absence of more than two training sessions and the occurrence of a specific accident or disease. The experimental group was trained in academic emotion management for 9 sessions of 50 minutes each (twice a week), and no training was provided to the control group during this period. Two questionnaires (EPT and AMS) were used to collect data in the pretest, posttest, and follow–up stages. The tools used to measure variables in this research were two standard questionnaires: the Academic Motivation Questionnaire (AMS) (Vallerand et al., 1992) and the Academic Performance Questionnaire (EPT) (Pham and Taylor, 1999). To analyze the collected data, descriptive statistics (mean and standard deviation) and inferential statistics (analysis of variance with repeated measurements and Bonferroni post hoc test) were used. The analyses were performed using SPSS version 25 software. All tests were done at the significance level of p>0.05.

The research results showed that the average components of academic motivation and academic performance were significantly different between the experimental and control groups in the posttest and follow–up stages (p<0.05). In the experimental group, there was a significant difference between the average components of academic motivation and academic performance in the pretest and posttest stages, as well as the pretest and follow–up stages (p<0.05). However, no significant difference was observed between the average variables in the posttest and follow–up stages, indicating the stable effect of the academic emotion management training package in the follow–up stage.

According to the research results, the educational package of managing academic excitement affects the components of academic performance and academic motivation of students, and this effect is preserved over time. Hence, it is possible to use the training of academic emotion management as a useful tool to increase academic motivation and academic performance in female junior high school students, thereby reducing academic demotivation. 

One of the critical challenges of education regarding student's academic success is creating motivation and necessary skills for students to deal with academic tasks. Thus, the factors affecting students' academic success have been and still are appealing to educational researchers. Academic performance is not only related to intellectual processes but is also influenced by many psychological factors, including personality traits. In addition, some researches indicate that personality traits are among the factors that affect students' academic motivation. Poor academic performance in the university environment can be related to mental health problems. Academic motivation is one of the urgent needs of daily life for students. By affecting their perception of themselves and self–efficacy in performing tasks and assignments, it also affects the pursuit of their future life goals. The present study aimed to explain the structural model of the relationship between personality traits and students' academic performance, considering the mediation role of academic motivation.

The present study used the path analysis method to conduct a correlational analysis. The statistical population of the present study included all students of Azad University, Science and Research Branch in 2018 and 2019. Of them, 422 students were included in the study by available sampling. The inclusion criteria included engaging in education, not being on probation during the student period, not using psychiatric and psychotherapeutic drugs at the same time, not suffering from chronic physical diseases, and not hospitalization during the past year. The exclusion criteria included disabilities and chronic physical diseases, severe mental illnesses, receiving psychotherapy or medication during the past year, and people's refusal to continue cooperation. The research tools included the NEO Five–Factor Inventory (Costa & McCrae, 1989), the Academic Motivation Scale (Vallerand et al., 1992), and the Educational Performance Test (Dortaj & Delavar, 2005). For data analysis, the Pearson correlation coefficient and path analysis method were used using SPSS version 24 and AMOS version 24 software. The significance level was equal to 0.05.

The present study showed that the hypothesized model had fitness with the collected data (χ2</sup>=2.23, CFI=0.989, GFI=0.998, AGFI=0.952, and RMSEA=0.054). In this study, the indirect path coefficient between academic performance and variables of extroversion (p<0.001, β=0.216), openness to experience (p<0.001, β=0.177), agreeableness (p<0.001, β=0.163), conscientiousness (p<0.001, β=0.176), and neuroticism (p<0.001, β=–0.077) were significant with the mediation of academic motivation.

Based on the research results, extrinsic motivation mediates the relationship between neuroticism and academic performance. Also, intrinsic motivation, extrinsic motivation, and motivation mediate the relationships between academic performance and variables of conscientiousness, agreeableness, openness to experience, and extroversion.

Motivation plays a significant role in learners' learning and educational progress. Currently, the teacher is instructed in selecting teaching and learning materials and the teaching and learning process with the teachers and, ultimately, the teaching staff. Therefore, this study aimed to evaluate the location and factors affecting it in the Zahedan School of Nursing and Midwifery.

This cross-sectional study was conducted on 255 students of Zahedan School of Nursing and Midwifery who were selected by the stratified sampling method. Valerand academic motivation questionnaire and religious factors Questionnaire, which assesses the four factors of student well-being, college education, educational centers, and career prospects, were used for data collection.

The mean age of participants in this study was 23/22 ± 3/04, the mean score of students' motivation was (133/68 ± 16/6), and the majority of students were at the average level regarding academic motivation. Students' academic motivation was related to age, gender, field of study, and university year (p≤ 0/05). The relationship between academic motivation and related factors also showed a significant relationship between students' academic motivation with all four factors of student welfare, college education, educational centers, and job future (p≤ 0/05).

Since motivation is the key to student learning and medical science, students are the most critical asset to the medical community and the national capital, and academic motivation is the driving force behind student-driven activities. Practical

This research aimed to investigate the effectiveness of academic counseling based on the cognitive-behavioral approach on resilience, motivation, and academic emotions of students with academic failure. 

In terms of the purpose of the present research, it was a quasi-experimental study with a pre-test and posttest design with an experimental group and a control group. The statistical population of this research is all the students of boys' high schools in the 12th district of Tehran, the second grade of the second round, in the academic year of 2019-1400. Among them, 30 were selected by purposive sampling, 15 were equally assigned to the control group, and 15 to the experimental group. In order to collect data, the research measurement tools included Vallerand’s academic motivation questionnaire, Pekrun et al.'s (2002) academic emotions questionnaire, and Martin and Marsh's (2009) academic resilience questionnaire. The subjects of both groups completed the questionnaires at the beginning of the research. Then the experimental group received academic counseling based on the cognitive-behavioral approach, while the control group did not receive any intervention. After the end of the interventions, both groups completed the questionnaires again. Analysis of the data obtained from the research was done in two descriptive (mean and standard deviation) and inferential parts. In the descriptive part, frequency distribution tables were used, and in the inferential part, data analysis was done with the covariance analysis method to check the differences between and within groups. SPSS software version 25 was used for the statistical analysis of data. 

The results of covariance analysis showed that academic counseling based on a cognitive behavioral approach had a significant effect on academic resilience (F = 20.11), academic motivation (F = 42.22) and academic emotions (F = 34.88) (P<0.01). 

Academic counseling based on a cognitive-behavioral approach can improve academic resilience, academic motivation and academic emotions of students with academic failure. Therefore, it is suggested to use this approach to control emotions and increase the motivation and resilience of students in schools through group training.