Academic Persistence indicates the continuity and behavioral commitment to education and learning that the existence of such a tool was needed in the country. The present study was conducted with the aim of investigating the psychometric properties of the Academic Persistence scale. This research is a type of descriptive research that examines the characteristics of psychometrics with a practical purpose. The statistical population of the research consisted of all the students of the first secondary school in Qom city who were studying in the Academic year of 1400-1401. A number of 355 students were included in the sample using a multi-stage cluster random method and completed the Academic Persistence questionnaire of Talib et al. (2018). After collecting the data, they were analyzed using SPSS22 and AMOS22 statistical software and exploratory factor analysis and reliability analysis. The results showed that the extracted factor explains 79.93% of the variable of Academic Persistence. Also, the reliability of the tool was equal to 0.994 using Cronbach's alpha coefficient and 0.989 for the first half and 0.988 for the second half using the two halves method. According to the results of exploratory factor analysis and reliability analysis, the Persian version of the Academic Persistence questionnaire is considered an efficient tool.

Objective: The objective of this study was to evaluate the effectiveness of self-efficacy training on enhancing goal setting and Academic Persistence among high school students. Methods and Materials: This research employed a randomized controlled trial design with two groups: an experimental group receiving self-efficacy training and a control group with no intervention. Thirty students from Bulgaria were randomly assigned to each group (n = 15). The intervention consisted of twelve structured sessions (45–60 minutes each), designed based on Bandura’s self-efficacy theory and focused on goal setting, self-belief, emotional regulation, and Academic strategies. Participants completed validated scales measuring goal setting and Academic Persistence at pre-test, post-test, and five-month follow-up stages. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests with SPSS-27. Findings: The results indicated significant improvements in both goal setting and Academic Persistence in the experimental group over time compared to the control group. Descriptive statistics revealed that the experimental group’s mean score for goal setting increased from 45. 73 (SD = 5. 19) at pre-test to 58. 60 (SD = 4. 77) at post-test and remained high at follow-up (M = 57. 80, SD = 5. 12). Academic Persistence scores followed a similar pattern, increasing from 34. 87 (SD = 4. 11) to 42. 27 (SD = 3. 65) and slightly decreasing to 41. 40 (SD = 3. 84). Repeated measures ANOVA showed significant main effects for time and group, and a significant interaction effect (p <. 001). Bonferroni tests confirmed significant improvements from pre-test to post-test and follow-up(p <. 001), with no significant decline between post-test and follow-up. Conclusion: The self-efficacy training program effectively enhanced students’ goal-setting abilities and Academic Persistence, with lasting effects observed after five months. These results support the integration of psychological skills training into school curriculato promote student motivation and resilience

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.

Objective: This study aimed to examine the effect of hope on Academic Persistence among university students, with learning engagement as a mediating variable. Methods and Materials: A descriptive correlational research design was employed with a sample of 390 undergraduate students from various universities in Indonesia, selected based on the Morgan and Krejcie sample size determination table. Data were collected using the Adult Dispositional Hope Scale, the Utrecht Work Engagement Scale–Student Version, and the Academic Persistence Scale, all of which have demonstrated established validity and reliability in prior research. Descriptive statistics, Pearson’s correlation analysis, and Structural Equation Modeling (SEM) were conducted. Pearson’s correlation coefficients were computed using SPSS version 27, while SEM analyses were performed using AMOS version 21, with model fit assessed via χ²/df, GFI, AGFI, CFI, TLI, and RMSEA indices. Findings: Results indicated significant positive correlations between hope and Academic Persistence (r =. 53, p <. 001), hope and learning engagement (r =. 61, p <. 001), and learning engagement and Academic Persistence (r =. 58, p <. 001). The SEM model demonstrated an excellent fit to the data (χ²(84) = 162. 47, χ²/df = 1. 93, GFI =. 95, AGFI =. 92, CFI =. 97, TLI =. 96, RMSEA =. 049). Hope had a significant direct effect on Academic Persistence (β =. 34, p <. 001) and an indirect effect via learning engagement (β =. 20, p <. 001). Learning engagement significantly predicted Academic Persistence (β =. 38, p <. 001). The total effect of hope on Persistence was β =. 54, underscoring the mediating role of engagement. Conclusion: These findings highlight the pivotal role of hope in fostering Academic Persistence, both directly and indirectly through learning engagement, suggesting that interventions targeting these constructs may enhance student retention and success in higher education