Introduction: Success and failure in studying is one of the important concerns of educational systems. This study aimed at designing a model of ACADEMIC performance based on the ACADEMIC identity, ACADEMIC vitality and flourishing in medical students by examining the intermediate role of ACADEMIC SELF-EFFICACY. Methods: This correlation study was done via structural equation modeling. Population include 400 medical students of Kermanshah in first semester of the ACADEMIC years 2018-2019 that have been selected by the cluster sampling method. To collect data, ACADEMIC identity, ACADEMIC vitality, flourishing, and ACADEMIC selfefficacy questionnaire were used. Data were analyzed by Pearson correlation coefficient. Results: The results indicated that successful ACADEMIC identity, ACADEMIC vitality, and flourishing are interacting with the intermediate role of ACADEMIC SELF-EFFICACY in explaining the students' ACADEMIC performance are effective. The direct effect of successful ACADEMIC identity (0. 31), ACADEMIC vitality (0. 41) and flourishing (0. 34) were significant in estimating students' ACADEMIC performance. Likewise, the results of path analysis indicated the intermediate role of ACADEMIC SELF-EFFICACY in the relationship between successful ACADEMIC identity, ACADEMIC vitality, and flourishing with ACADEMIC performance of students Conclusion: Regarding the indirect effect of ACADEMIC SELF-EFFICACY on the ACADEMIC performance, it seems that ACADEMIC SELF-EFFICACY modulates the relationship between successful ACADEMIC identity, ACADEMIC vitality, and flourishing with ACADEMIC performance.

The aim of this study was to examin the relationship between perfectionism and ACADEMIC procrastination through the mediating role of ACADEMIC SELF-EFFICACY, selfesteem and ACADEMIC self-handicapping. The sample consisted of 235 male and female students of Babolsar high schools who were selected by cluster random sampling. In order to investigate the variables, each participant completed Frost multidimensional perfectionism scale, Morgan-Jinks student SELF-EFFICACY scale, Rosenberg self-steem scale, Schwinger & Stiensmeier-Pelster ACADEMIC selfhandicapping scale and Solomon & Rothblom procrastination assessment scale for students. The data were analyzed using path analysis. According to the results, goodness of fit Index demonstrated good fit for the model. The results showed that SELF-EFFICACY and self-handicapping were mediators between negative perfectionism and ACADEMIC procrastination, but the direct and indirect relationship between positive perfectionism and ACADEMIC procrastination was not significant. Also, positive perfectionism was related to ACADEMIC SELF-EFFICACY, self-esteem and ACADEMIC self-handicapping directly and direct relationships between ACADEMIC selfefficacy, self-esteem, ACADEMIC self-handicapping and ACADEMIC procrastination were significant. There was also a significant relationship between ACADEMIC selfhandicapping and ACADEMIC procrastination, but the relationship between selfesteem and ACADEMIC procrastination and self-handicapping was not significant.

Objective:The present study aimed to model the ACADEMIC vitality of critical thinking mediated by ACADEMIC SELF-EFFICACY of gifted students of gifted schools. Methods:The study employed a correlational-descriptive method using structural equation modeling (SEM). The research statistical population consisted of the gifted students of the lower secondary school (7th and 8th grade) in Isfahan gifted schools in the second semester of the ACADEMIC year 2022 - 2023. The sample was selected via a convenient sampling method. Finally, 340 students were selected as participants to answer Hossein-Chari and Dehghanizadeh’s ACADEMIC Vitality Questionnaire (2013), Rickett's Critical Thinking Disposition Scale (2003), and The Morgan-Jinks Student Efficacy Scale (1999). Data were analyzed using SEM.Results: As the results showed, the proposed model had a good fit to the data. The results demonstrated that critical thinking has a significant and positive effect on ACADEMIC vitality both directly and indirectly through ACADEMIC SELF-EFFICACY. Conclusion: As a result, to increase the gifted students’ ACADEMIC vitality, while paying attention to increasing critical thinking skills, focus on increasing their ACADEMIC SELF-EFFICACY.

Introduction: In today's society, the Feynman Quantum Learning Technique (1965) is one of the methods of active teaching, a method that includes all the processes that make learning a pleasant and meaningful process. Therefore, the aim of this study was to investigate the effect of Feynman quantum learning technique on cognitive and metacognitive skills, ACADEMIC SELF-EFFICACY and students' ACADEMIC performance. Method: The research method was quasi-experimental and included an unequal control group design. The study population included students of educational sciences of Bu-Ali Sina University, Hamadan. Using available sampling method, 23 people were randomly divided into experimental (n = 11) and control (n = 12) groups. Research tools include the Cartwright-Hatton and Wells Cognitive and Metacognitive Strategies Questionnaire (1997),Morgan-Jenks (1999) ACADEMIC SELF-EFFICACY Questionnaire and ACADEMIC Performance Test (researcher-made). Multivariate analysis of covariance was used to analyze the data. Results: The results showed that Feynman quantum learning technique has an effect on students' cognitive and metacognitive skills at the level (P<0. 05). Feynman quantum learning technique has an effect on students' ACADEMIC SELF-EFFICACY at the level (P<0. 05). Feynman quantum learning technique has an effect on students' ACADEMIC performance at the level (P<0. 01). Conclusion: Feynman quantum learning technique activates the learner, the person uses learning strategies and styles and trusts in his / her reading abilities to study the subject with more interest, which increases students' ACADEMIC progress, ACADEMIC SELF-EFFICACY and ACADEMIC performance. The application of Feynman's quantum learning technique improved students' cognitive and metacognitive skills, ACADEMIC SELF-EFFICACY, and ACADEMIC performance.

This study was conducted to determine the effectiveness of Information and Communication Technology (ICT) on ACADEMIC achievement motivation and ACADEMIC SELF-EFFICACY in Arabic language curriculum. This study was a semiexperimental one with a pretest-posttest design and a control group. The statistical population of this research was selected from high school female students of Sabzevar in the ACADEMIC year 2015-2016. 50 students (25 for experimental group and 25 for control group) were selected by the multi-stage cluster method. The experimental group received ICT intervention during 2 months and the control group trained using a traditional teaching method. The data were collected using a standard questionnaire of Herman’ s ACADEMIC achievement motivation and Jinks and Morgan ACADEMIC SELF-EFFICACY. The collected data were analyzed using covariance analysis. The results showed that ICT had a significant effect on the ACADEMIC achievement motivation and ACADEMIC SELF-EFFICACY of high school female students. According to the results using ICT in Arabic language training could be used as an effective intervention to promote motivation and ACADEMIC SELF-EFFICACY of students.

Introduction: In today's world, the field of teaching-learning is one of the cognitive, emotional activities. Also, considering the category of SELF-EFFICACY under cognitivesocial theory, it is necessary to identify the factors affecting the ACADEMIC SELF-EFFICACY of students. Therefore, the aim of this study was to investigate the relationship between learning styles and creativity with students' ACADEMIC SELF-EFFICACY. Methods: The research method is descriptive-correlational and the research population includes all eighth grade students (second grade of first secondary school) in Neka city, Iran. The research instrument consisted of questionnaires of learning style, creativity and ACADEMIC SELF-EFFICACY, whose reliability was confirmed by Cronbach's alpha coefficient and validity was confirmed by experts. Results: Findings showed that the mean of ACADEMIC SELF-EFFICACY, creativity and learning style among students is higher than the hypothetical average of the Likert scale. Findings also indicate a significant relationship between four styles of convergent, divergent, absorbing and adaptive learning with ACADEMIC SELF-EFFICACY. Other findings of the research can be a positive and significant relationship between creativity (r = 0. 42) and its dimensions, ie,Fluidity (r = 0. 20), expansion (r = 0. 22), initiative (r = 0. 23) and flexibility (r = 0. 57) with ACADEMIC SELF-EFFICACY. Conclusion: Considering the positive and significant relationship between learning styles and creativity with students' ACADEMIC SELF-EFFICACY, as well as the importance of junior high school in adolescence and the existence of Thames International Study in eighth grade, it is suggested that educators improve and enhance SELF-EFFICACY. Students should set up a workshop and educate teachers and students about learning styles and attitudes toward creativity.