Rooyesh-e- Ravanshenasi Journal(RRJ)

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This research aimed to consider the relationship between responsibility with academic self-efficacy in the sixth elementary grade boys and girls students.The research method is descriptive-correlation. The study population consisted of all students of Shahindezh city school in the academic year 93-94. Research’s statistical sample includes 234 patients sixth elementary grade students, were chosen by classified sampling. Of these number were 122 patients (18/52%) girl and 112 patients (81/47%) boy. For the measuring the academic self-efficacy belief and the students responsibility in order researcher used students responsibility questionnaire and children academic self- efficacy questionnaire (SEQ-C). Data collected by using of Pearson correlation coefficient, simple regression and two independent samples t-test statistical methods were analyzed. According to “Pearson correlation coefficient“, there is a positive and meaningful relation between the responsibility and academic self- efficacy(r=0/647,p=0/001).  This means that whatever The sense of students responsibility is the most the academic self- efficacy also increased. Independent t-test results showed that in terms of responsibility (p=0.047) and academic self- efficacy ((p=0.001)),there is a significant difference between girls and boys students. Mean Girls more than boys in both variables. The Students responsibility is directly related with their academic self-efficacy. Students who have a high sense of responsibility have a good belief about their academic self-efficacy.

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The purpose of this research was to study the relationship between Mindfulness and Attention with Academic Self-efficacy in high school students In the 95-94 academic year in the Lordegan city. This study was Correlation- descriptive. The statistical population has consisted of all high school students, That the number of 2814 people been. Three hundred high school students from Lordegan were chosen as participants with multi-stage cluster sampling. For the collect, the data was used from mindfulness questionnaires, Academic Self-efficacy scale, and d2-test. Data were analyzed using Pearson's correlation test and Simultaneous regression Analysis. Results indicated that there is a significant relationship between Descriptive component, action with awareness component, and lack of judgment component from the Mindfulness variable with Academic Self-efficacy. Also, there is a meaningful relationship between academic self-efficacy with efficiency component, pure attention score, and commission. The results of multiple regression analysis showed that action with awareness, Descriptive, and inaction components was a significant predicting factor of Academic self-efficacy, and also efficiency and attention components were significant in predicting Academic self-efficacy. Mindfulness and concentration predict 21 and 22% of Academic Self-efficacy Common variance.

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The purpose of this study was to determine the prediction of academic self-efficacy based on self-regulated learning strategies, metacognition strategies and goal-progress orientation in students of Islamic Azad University branch Ahvaz. This research is correlational. For this purpose, the community of students, 400 people (180 boys and 180 girls) was selected based on stratified random sampling. The tool for collecting data in this research is through autonomous learning strategies questionnaire Pentrej and De Grote (1990), metacognition of O’neill and Abedi (1997), the scale of the goal-progress orientation Megli et al. (2000) and Owen and Franman's academic self-efficacy questionnaire (1988). Pearson correlation and regression analysis Multiple was used, and the results showed between the components of the self-regulated learning strategies (Repeat and review, note writing, abstracts, organizing, Comprehension of material), metacognitive strategies (planning, effort and perseverance) and the components of the goal-progress orientation (goals of mastery, performance-approach objectives and performance-avoidance goals) There is a meaningful relationship with academic self-efficacy. Also, analyze data from the regression method showed that among the predictor variables in the order of objectives of mastery, performance-approach objectives, and performance-avoidance objectives the proper predictors for the variable of academic self-efficacy criterion in students.

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This study aimed to investigate the relationship of spiritual intelligence and self-esteem with academic self-efficacy among senior high school students in Zahak. This descriptive study followed by a correlational design.  The current study had a population including 700 people in the academic year of 2018- 2019 and the sample size was 250 people selected by applying the Morgan table and using a stratified random sampling method. The sample completed the Spiritual Intelligence Questionnaire (King, 2008), the Self-Esteem Scale (Cooper Smith, 1967), and the Academic Self-Efficacy Inventory (Jing & Morgan, 1999). The collected data were analyzed using a Pearson correlation coefficient, stepwise regression analysis, and  Independent t-test . Results showed that the male students’ mean scores of spiritual intelligence and academic self-efficacy were greater than those of female students. There was a significant relationship between spiritual intelligence with academic self-efficacy (r = 0.28) and self-esteem with academic self-efficacy (r = 0. 19) (p <0.01).  Moreover, results indicated that critical thinking and producing a personal meaning positivly explained 11% of variances in academic self-efficacy.

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Achievement Motivation is a tendency to try to choose and perform activities that aim to achieve success or avoid failure. The aim of this study was to Predicting students' achievement motivation based on academic self-efficacy, academic self-efficacy, dysfunctional attitudes, and the meaning of education. The research method was correlational. The statistical population included all male dormitory students of the University of Tehran and the statistical sample included 293 people who were selected as available. Research tools included the Hermans (1977) The achievement motivation Scale, Jones  & Rhodewalt (1982) The self-handicapping scale, Jinks & Morgan  (1999) The Academic Self-efficacy Scale, Weissman & Beck (1987) The Dysfunctional Attitude Scale, and Henderson-King and Smith (2006) The Learning Meaning Scale. Data were analyzed using Pearson correlation, regression and t statistical tests. The research findings showed that the relationship between academic self-empowerment, academic self-efficacy and the meaning of education with achievement motivation at the level of 0.01 is positive and significant and the relationship between dysfunctional attitudes and achievement motivation is negative and significant) P< 0/01(. Also, the results of regression analysis showed that the predictor variables explain 21% of the variance of the achievement motivation. The results of this study help identify the factors influencing the achievement motivation and show the need for more attention of officials to these factors to promote achievement motivation and subsequent success.

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Responsibility is one of the most important and purposeful parts of human education its effects can be seen in different aspects of life and in the educational environment, responsibility can increase the sense of commitment and positive interaction and lead to academic achievement. The aim of this study was to investigate the mediating effect of internal motivation on the relationship between academic self-efficacy and academic responsibility in students of Tehran University the statistical sample of this study was 300 students of Tehran University who were selected by the available sampling method and They responded to three questionnaires of academic self-efficacy (CASES) of Owen and Franman (1998) and academic motivation (AMS) of Walland et al. (1993) and academic responsibility (ARS) of Akbay et al. (2016) and data were collected. SPSS-26 software was used to investigate descriptive statistics and Amos-24 software was used to model structural equations research results showed the independent variable of academic self-efficacy with the results of the research showed that the independent variable of academic self-efficacy with academic self-efficacy was answered. The effect on the mediating variable of intrinsic motivation on academic responsibility has a significant indirect effect and in order to increase the sense of academic responsibility in students, we can increase the internal motivation by increasing the sense of academic self-efficacy in them and bringing students to the belief that they are capable and can afford individual academic assignments, and by increasing the internal motivation in students, the sense of responsibility of students increases and with the increase of this sense in them, they can handle university assignments better.

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The aim of this study was to investigate the mediating role of academic self-efficacy in the relationship between personality traits and class silence behavior of sixth-grade female students in Shahrekord. The method of the present study was correlation and structural equation modeling. The statistical population of the study included all sixth-grade female students in Shahrekord city in the academic year 1401-1400 in the number of 4800 people who were selected as a research sample by multi-stage cluster random sampling. Data collection tools included Behnamfar et al.'s (CSBQ) (2015) class silence behavior, Costa and McCreery personality traits (NEO_PI) (1998), and Jings& Morgan (1999) academic self-efficacy ((MJSENS)).SPSS25 and AMOS25 software were used to analyze the research data. The results showed that the model has a favorable fit. Personality traits, except conscientiousness, have a direct and causal effect on class silence behavior (P <0.01). Moreover, openness to experience, agreeability, and conscientiousness through academic self-efficacy has a causal and indirect effect on class silence behavior (P <0.01). Therefore, paying attention to personality traits and academic self-efficacy is very important in order to reduce the behavior of classroom silence and increase students' class participation.

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This study aimed to design a model of optimal online learning based on academic self-efficacy and self-regulated learning strategies with the mediation of academic adjustment. This research was applied in terms of purpose and the descriptive-correlational method. The statistical population of the research consisted of all the students of the Islamic Azad University of Ahvaz branch in the academic year 2021-2022, and 300 people were selected and studied by the purposive sampling method. To collect data Online Education Questionnaire(Kim et al., 2005, OEQ), Academic Self-Efficacy Questionnaire(Jinks & Morgan, 1999, ASEQ), Self-Regulated Learning Strategies Questionnaire(Karmi et al., 2006, SRLSQ), Educational Compatibility Questionnaire(Baker & Seriak, 1984, ECQ) were used. The data were analyzed by the path analysis method. The research findings showed that the path coefficient of the direct effect of academic self-efficacy and metacognitive learning strategies on academic adjustment is significant (p<0/05). Also, the path coefficient of the direct effect of academic self-efficacy, cognitive learning strategies, metacognitive learning strategies, and academic adjustment on online learning is significant(p<0/05). The indirect effect of academic self-efficacy, cognitive learning strategies, and metacognitive learning strategies on online learning was significant through academic adjustment(p<0/05), and the effect of cognitive learning strategies on optimal online learning was not significant through academic adjustment. The model has a flattering fit. It can be concluded that to increase the effect of academic self-efficacy and self-regulated learning strategies on the optimal online learning of students, it is possible to focus on strengthening academic adjustment.

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The purpose of the present study was to predict Academic Self-Efficacy in students based on emotion regulation strategies, ambiguity tolerance, and teacher affective support. The research method was descriptive -correlation.  The study population included all high school boys students of Kermanshah city in 2021-2022 among them  195 students were selected as a sample by multi-stage random cluster sampling. Research questionnaires included: academic self-efficacy questionnaires (SES, Patrick et al, 1977), emotion regulation skills questionnaires (ERS, Shields, Cicchetti, 1997), ambiguity tolerance questionnaires (ERS, Freston et al, 1994), and teacher Affective support questionnaires (TASQ, Sakiz, 2007). Data were analyzed by Pearson correlation coefficient and multiple regression. The results of multiple regression showed that ambiguity intolerance, teacher Affective support, and emotion regulation skills s can explain the 0.40 variance in academic self-efficacy in students (P <0.001). In general, it can be said that emotion regulation strategies, tolerance of ambiguity, and emotional support of the teacher predict students' academic self-efficacy, and through them, students' self-efficacy can be determined.

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The present study aimed to investigate the mediating role of academic self-efficacy concerning executive functions and academic vitality in academically gifted students via a descriptive-correlational research method and structural equation modeling (SEM). The statistical population of the research included all the academically gifted students of the first secondary school (7^th and 8^th grades) who were studying in Isfahan gifted schools in the second half of the academic year 2022-2023. 340 individuals were selected as a sample via a convenient sampling technique. The research tools included the Academic Vitality Questionnaire (AVQ) by Hossein Jari and Dehghanizadeh (2011), the Barkley Deficits in Executive Functioning Scale (BDEFS) by Barkley (2011), and the Morgan-Jinks Student Efficacy Scale (MJSES) by Morgan-Jinks (1999). Structural equation modeling (SEM) was employed to analyze the data. The results demonstrated the optimal fit of the research model. Also, the results showed that executive functions have a positive and significant correlation with academic vitality (P < 0.05). Besides, it affects academic vitality directly and indirectly through the mediation of student self-efficacy (P< 0.05). These results indicated that executive functions could, directly and indirectly, explain academic vitality in academically gifted students with the mediation of self-efficacy.

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The present study was conducted to investigate the structural model of the relationship between social-emotional competence and academic engagement with academic achievements with the mediating role of academic self-efficacy. The method of descriptive correlational research was Path Analysis. The statistical population included all high school students in the second year of Bojnord City in the academic year of 2022-2023, out of which 383 people were selected as the research sample in a multi-stage cluster method. The research data was collected by self-report method and using Academic Engagement Scale (AES) by Reeve (2013), Social Emotional Competence Questionnaire Scale (SECQ) by Zhou & Ee (2012), the academic self-efficacy Questionnaire by (ASEQ) Jinks, & Morgan (1999) and Adjustment Inventory for High School Students by Singh and Sinha (1993). To measure the academic achievements of the students, the grade point average in the final exams was calculated and considered as an indicator of their academic progress. Data analysis was done using a correlation coefficient test and structural equation modeling method. The results showed that there is a direct and significant relationship between academic engagement and academic self-efficacy with academic achievements (P≤0.05). Another finding of the research showed that the direct effect of social-emotional competence on academic achievement is insignificant (P<0.05). Indirect coefficients indicated that the indirect effect of social-emotional competencies and academic engagement on academic achievement with the mediating role of academic self-efficacy is significant. Finally, the fit indices obtained from the general model had a good fit with the collected data. Based on this, social-emotional competence and academic engagement are directly and indirectly related to academic achievement through academic self-efficacy.

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This research aimed to determine the mediating role of academic self-efficacy in the relationship between self-directed learning and constructive problem-solving ability among students. The method of this study was descriptive-correlational using the structural equation modeling method. The research population consisted of all the students at the University of Guilan in 2023. A sample of 220 students was selected from this population using a convenient sampling method. The research instruments included the Self-Directed Learning Readiness Questionnaire (SDLRQ) by Fisher and Colleagues (2001), the College Academic Self-Efficacy Questionnaire (CASEQ) by Owen and Framan (1988), and the Problem-Solving Strategies Questionnaire (PSSQ) by Cassidy and Long (1996). Structural equation analysis was used to analyze the data. The results showed that the proposed model has a good fit and explained 63% of the variance of constructive problem-solving. The results showed that self-directed learning on constructive problem solving (β=0.65) and academic self-efficacy (0.61 β) had a direct and significant effect (P<0.05); Also, academic self-efficacy had a significant direct effect on constructive problem solving (β=0.21) (P<0.05). The results of the bootstrap test showed that academic self-efficacy played a mediating role between self-directed learning and constructive problem-solving (β=0.13) (P<0.05). All in all, it can be concluded that self-directed learning has a direct effect on students' constructive problem-solving through the mediation of academic self-efficacy.