The aim of this research is to examine the relationship of hardiness and achievement MOTIVATION with perception of SUCCESS in Iranian and Iraqi students, participating in intercollegiate matches in Kermanshah. The research methodology was descriptive-correlation and the population comprising 225 people that 144 (84 Iranian student, 60 Iraqi student) of the population were selected through stratified random sampling in proportion to the volume. The measurement instruments of this research were questionnaire of H.S (Kobassa, 1979), Achievement MOTIVATION (Hermance, 1970) and Perception of SUCCESS questionnaire (Tresure & Roberts, 1998). To confirm the reliability of the questionnaires, the Cronbach's alpha was used, to this end, a total of 30 questionnaires were distributed among the students. After collecting the questionnaires and analyzing them, Cronbach's alpha coefficient for H.S, A.M and Perception of SUCCESS were equal to 0.86, 0.75 and 0.78 respectively. To analyze the data, the descriptive statistics and to test the hypothesis Pierson correlation coefficient and multiple regressions were employed. The results showed that there were significant relationship between hardiness and perception of SUCCESS (P<0.001) and between Achievement MOTIVATION and perception of SUCCESS (P<0.001). Results of regression analysis showed that hardiness explained 50% and achievement MOTIVATION explained 43% of variance under variable student’s perception of SUCCESS. Finally we can say, hard people can control their environment and challenge with the changes in the environment and consider these as SUCCESS factors and societies without MOTIVATION, in spite of good facilities and conditions, have low chance to progress.

This study explores the MOTIVATIONal components within teacher rating systems and their impact on professional growth MOTIVATION. Employing a systematic review approach, it investigates texts pertaining to teacher rating systems, MOTIVATION, and professional development literature. By examining various texts and research findings on teacher MOTIVATION, factors influencing teacher ratings based on general, specialized, and professional competencies, as well as experience, are identified. Drawing parallels with Herzberg's MOTIVATIONal theory, this study provides recommendations to bolster teacher MOTIVATION and job satisfaction through improvements in the rating system.

The aim of this study was to compare the sexual differences in ATHLETIC students’ sporting participation MOTIVATION. It was a descriptive - comparative field study. The population of this study was the students who participated in girls and boys’ sports events of high schools of Khorasan Razavi province in 2011. For this purpose, 589 boy and girl students were selected as the sample, using stratified Taxonomy sampling method. To collect the data, Gill et al, s question was used and to analyze the data, Kolmogorov-Smirnov (K-S) and Mann-Whitney analyses were conducted. The findings revealed there are significant differences between girls and boys in MOTIVATION for sport participation (P£0.001). Also, the results showed significant differences in MOTIVATIONal factors including SUCCESS, preparedness, relief of energy, finding friends and fun between the girls and boys(P<0.001). No difference was observed in the components of the atmospheric group, situational factors and skill development (P£0.001). In all of the components except skill development, MOTIVATION to participate in was higher among girls as compared to boys.

SUCCESS in sport has traditionally been attributed to physical fitness, technical skill, and mental resilience, with grittiness—determination and passion for long-term goals—reigning supreme over the last decade. This narrative synthesis brings together recent research to position patience as an individual construct, and how it is used in performance enhancement, injury rehabilitation, learning of skills, and career duration. The review sets out to classify patience into three dimensions—interpersonal, life hardships, and daily hassles—and compares it with equivalent constructs like grit, self-control, and mental toughness. Dual-process theory and temporal MOTIVATION theory are the theoretical models used to describe patience's cognitive and MOTIVATIONal mechanisms. Patience has been found to have evidence for its effectiveness in enhancing decision-making, emotion regulation, and attentional focus, as well as moderating physiological stress and recovery from injury. Practical applications to coaches, athletes, and sport psychologists are discussed, and suggestions for enhancing patience with targeted interventions are presented. By completing the gaps in the literature, this review argues for more visibility for patience as a critical component of sporting SUCCESS.

The purpose of present research was to examine simple and multiple correlation of mental skills, emotional intelligence and its components with ATHLETIC SUCCESS MOTIVATION in individual and team sports. The research sample consisted 400 male athletes that were selected through randomly multistage sampling method. The subjects completed of psychological skills questionnaire (OTAWA_3), Bar-On emotional Intelligence Inventory and the perception of sport SUCCESS questionnaire. The research hypothesis were: There is a relationship between psychological skills, emotional intelligence and its components with ATHLETIC SUCCESS MOTIVATION. Data were analyzed using mean, standard deviation, Pearson correlation coefficient and multiple regression statistical method. The results of regression analyses showed that mental skills, emotional intelligence (self respect, empathy, responsibility, problem solving) an components of the emotional intelligence can predicts the ATHLETIC SUCCESS. MOTIVATION.

Objectives: The purpose of this study was to evaluate the efficacy of cognitive-behavioral therapy accompanied by positive imagination of SUCCESS during hypnosis on ATHLETIC performance. Methods: The research method was experimental with a pre-test, post-test, and control group. The sample consisted of two teams of 14-year-old players (n = 30) who were matched from age, educational status, absence of physical and mental disorder, as well as other criteria considered in this research. Then, they were randomly divided into two groups, experimental and control group. The pre-test was administered to both groups. The research instrument was Yeagly’ s Football standardized test (YFT). The experimental group administered eight sessions of group cognitive-behavioral therapy with hypnotism and positive imagination, however, the control group did not receive any intervention. In addition, the experimental group, during the eight weeks of cognitive-behavioral group therapy, enjoyed three sessions of positive imagination during the hypnosis, whereas the control group did not receive any intervention. Results: The data analysis results showed that the experimental group had a significant difference with the control group (P < 0. 001). The performance of experimental group significantly increased in comparison with pre-test and control group. Conclusions: Cognitive-behavioral therapy accompanied by the positive imagination of SUCCESS during hypnosis significantly increased the ATHLETIC performance in the experimental group in three items of shoot to the target, fixed pass, and moving pass. Therefore, to improve the performance of a soccer team, the use of cognitive behavioral techniques and hypnotism with positive imagination of SUCCESS is recommended.

There are numerous factors that influence language learning SUCCESS. However, one of the most significant factors is the learner's MOTIVATION to acquire the language for use in real-world situations. Research and practice indicate that learners with high MOTIVATION can succeed regardless of the circumstances. This study aims to identify effective strategies for promoting inclusion and MOTIVATION in English as a Foreign Language (EFL) learning. It will explore resources and tools that can support these strategies, investigate their impact on learners' participation and engagement levels, evaluate their effectiveness in achieving language learning goals, and provide recommendations for EFL educators. Concerning data collection required for investigating problems associated with the present study, the researchers used a qualitative data collection technique that involves gathering and processing numerical data to conduct statistical analysis. This research made use of the questionnaire as a method for collecting data and then ran those responses through SPSS for analysis. After collecting and analyzing the data, the study showed several significant findings, among which are the significance of inclusion and MOTIVATION in EFL classrooms, adopting effective strategies for promoting inclusion and MOTIVATION in EFL learning facilitates the learning process, and obtaining positive learners’ classroom engagement through inclusion and MOTIVATION. This study attempts to receive EFL instructors’ feedback regarding the utilization of inclusion and MOTIVATION as tools to enhance teaching and learning processes.