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The aim of this study was to investigate the relationship between educational interactions and academic satisfaction with students’ research selfefficacy. The research population is graduate students of all faculties of basic and engineering sciences of University of Tabriz. Using stratified sampling method in a manner commensurate with the size of the population, 335 people were selected as the sample. Research data collection tools include standard questionnaires of educational interactions (2015), satisfaction with education (2012) and research self-efficacy (2011). The reliability of the research questionnaires based on Cronbach’s alpha coefficient was 0.89, 0.86 and 0.93, respectively. The research method is applied in terms of purpose and based on how the data are collected is a descriptive correlation. Findings show that there is a significant positive relationship between student-student interaction, student-teacher interaction and student-content interaction, as well as educational facilities, curriculum, teaching and learning, university atmosphere, office facilities and policies and procedures with students’ research self-efficacy. Findings indicate that the components of educational interactions as well as the components of policies and procedures, curriculum, questions, educational facilities, teaching and learning from the variable of academic satisfaction can explain students’ research self-efficacy. it can be concluded that interpersonal interactions between students and professors with them, educational policies adopted in the student environment as an important factor in student research self-efficacy. Therefore, it is suggested that officials and professors dedicate part of the educational activities of universities to increasing positive educational interactions and preparing and setting desirable policies so that an important step can be taken in this direction to improve students’ research self-efficacy [ABSTRACT FROM AUTHOR]

This study investigated the effectiveness of blended learning based on virtual social networks with a social constructivist approach on students' academic self-efficacy and academic achievement. The statistical population included students of Farhangian University in 2019- 2020, 75 of whom were selected by available sampling method from Shahid Hasheminejad Campus in Mashhad and were randomly divided into three groups of 25 people. The research method was quasi-experimental and required information were collected by academic achievement test and owen and Faraman's academic self-efficacy questionnaire. Data were analyzed using SPSS24 software. The results investigated that students of blended learning had higher academic achievement compared to the other two groups. Also, there is no significant difference between the academic self-efficacy of students with blended learning and face-to-face education, and students participating in blended learning had higher academic self-efficacy than students with social networks-based education. Accordingly, the use of blended learning based on social networks is suggested as a suitable educational method in university education. [ABSTRACT FROM AUTHOR]

Background and Objective: Primary dysmenorrhea is one of the most common complaints in adolescent and young women which can have negative effects on their daily activities. Therefore, to improve their life style, preservation and advancement of their health status seems to be necessary. This aim of this study was to compare health promoting lifestyle and self-efficacy in females with and without primary dysmenorrhea. Materials and Methods:This was a cross-sectional, descriptive-analytical study. The study population were 370 students of the Faculty of Medicine, Islamic Azad University, Tabriz Branch. Data was collected using a four-part questionnaire: personal and menstrual characteristic, Visual Analog Scale (VAS), health promoting behaviors questionnaire and self-efficacy. Data analysis was performed using SPSS software version 21 by descriptive statics, independent t-test, chi squared and ANOVA. Results: The mean (SD) of Health promoting lifestyle were respectively 2.67 (0.45) and 2.77 (0.47) in students with and without primary dysmenorrhea. The mean (SD) of self-efficacy were respectively 2.88 (0.61) and 2.81 (0.54) in students with and without primary dysmenorrhea. There were significant differnces between the two groups regarding total score of health promoting lifestyle (P= 0.03), aspects of physical activity (P0.02), stress management (P=0.02) and spiritual growth (P=0.03),. However, there was no significant difference regarding self-efficacy in students with and without dysmenorrhea (P=0.2). Conclusion: Total score of health promoting lifestyle in females with dysmenorrhea was lower than those without dysmenorrhea. Therefore, we could help these girls significantly with increasing awareness, educating and providing appropriate methods to improve their lifestyle. [ABSTRACT FROM AUTHOR]

Aims: Considering the importance of academic self-efficacy and health status of students in the educational system, the aim of this study was a prediction of the academic self-efficacy among students in Gonabad Medical University based on their Social Health status. Methods: This study was a cross-sectional study in 2015. The study population consisted of all BS students (N=1056) at Gonabad Medical University. The stratified random sampling method was used and the sample size (n=285) was determined using Garcia and Morgan Table. Data collection tools included Keyes' Social Health Questionnaire (2004) and Self-efficacy Questionnaire developed by Solomon in 1984. Independent t-test, Pearson correlation and regression tests were used to analysis the data. Results: There was no significant difference between male and female students' self-efficacy while there was a significant positive correlation between components of social health and academic self-efficacy (P<0.01). The findings also revealed 23.6% of students' academic self-efficacy variance can be explained by Social flourishing, social cohesion, social solidarity and social acceptance (f= 17.255 P<0.05). Conclusion: The findings showed that some social health components (namely social flourishing, social cohesion, social solidarity and social acceptance) are predictive of students' self-efficacy. Therefore, holding workshops and training courses are recommended in order to enhance the social health status of university students. [ABSTRACT FROM AUTHOR]

Aims Understanding the goals of achievement and educational self-efficacy of the students might lead to their more engagement and then, higher learning and academic scheivement. The aim of this study was to investigate the mediating role of academic engagement in a relation to the achievement goals with academic self-efficacy. Instrument & Methods In the correlational study, 360 female and meale medical, nursing, midwifery, and paramedical students of Kerman Shahid Bahonar University of Medical Sciences were studied in 2015. The subjects were selected via cluster random sampling. Data was collected using acheivemnet goals, academic self-efficacy, and academic engagement questionnaires. To investigate the causal model of caheivement goals, academic engagement, and salf-efficacy, correlative descarptive (by SPSS 20 and Amos 22 softwares) and path analysis (based on structural equations modeling) methods were used. Findings There were significant effects between mastery approach and mastery avoidance approach and academic engagement and academic self-efficacy (p<0.05). There was a correlation between the goal of positively mastery approach and motivational, cognitive, and behavioral engagements. The higher the motivational and cognitive engagements were, the higher the academic self-efficacy was. In addition, based on the model fitness indices, fitness of the model was favorable. Conclusion motivational and cognitive engagements play a complete mediator role between mastery approach goals and academic self-efficacy. [ABSTRACT FROM AUTHOR]

The aim of this research was to investigate the effect of academic skills group training on achievement motivation and self-efficacy of students. Research method was experimental with pretest - posttest design and control group. The population consisted of first grade high school boys of Khomeinishahr town in 90-91 academic years. By using multiple stage cluster sampling method, one region and one high school from that region, was randomly selected. After conducting Sherer self-efficacy and Hermanse achievement motivation as pre-tests, on first grade high school boys, 20 students were selected randomly and placed in experimental and control groups. The experimental group received academic skills training through 8 sessions of 90 minutes, whereas the control group did not receive any intervention. After finishing training sessions, then posttest were conducted on both groups. The results of analysis of covariance indicated that academic skills group training significantly increased achievement motivation and self efficacy of the experimental group as compared to the control group (P<0.001). Therefore, it can be concluded that academic skills group training will improve student's self-efficacy and achievement motivation. [ABSTRACT FROM AUTHOR]

The present study aimed to examine the role of social and psychological factors in students' interest in scientific Olympiads with emphasis on self-efficacy construct. To investigate the relationship, views from Eccles, Bandura, Hidi, Renninger, Chiu, and Urban were used in the study. This research was carried out through a survey using questionnaires distributed among students from Osku city in the academic year of 1389-90. Stratified samplings were used. 335 subjects were selected as the sample. To measure interest, self-efficacy, family and personal characteristics, questionnaires were used. The research findings were processed using different statistical methods. The findings showed that self-efficacy significantly predicted interest (p<0/01). Value, cultural capital, caring as well as past success and failure predicted self- efficacy. (p<.01) [ABSTRACT FROM AUTHOR]

Background and Aim: Self-efficacy and decisional balance in the Trans-theoretical Model play an effective role in oral self-care behavior. The objective of this study was to determine the impact of education on inter-dental cleaning behavior based on the Trans-theoretical Model in preuniversstudents in the city of Yazd, Iran in 2009. Materials and Methods: This was an intervention study. Based on statistical calculations, 361 preuniversity students (mean age 17.53±0.55 years) were randomly allocated into groups of intervention (n=185, 51.2%) and control (176, 48.8%). Data on demographic characteristics, self-efficacy, and decisional balancing (perceived benefits and perceived barriers) were collected using a questionnaire with confirmed validity and reliability. Based on the trans-theoretical model, a 3-month educational program was prepared with sections on self-efficacy and decisional balance and conducted. At the termination of the program variables of the model were evaluated and the gingival index was determined by a dentist. The data were analyzed using the SPSS software, the statistical tests being ANOVA, paired t-test, t-test, Fisher, and correlation coefficient. Results: Implementation of the educational program resulted in a significant decrease in perceived barriers (p<0.001) and significant increases in perceived benefits (p<0.001) and self-efficacy (p<0.001). In addition, the gingival index improved in the intervention group (p=0.01). The final mean self-efficacy, perceived barriers, and gingival index were not significantly different between the case and control groups, but a significantly positive effect was noticed in perceived benefits (p=0. 01). Conclusion: The findings indicate that the educational intervention influenced desirably the gingival index, self-efficacy and perceived benefits in the students. Since the self-efficacy factor is an important predictor in oral self-care behavior, it is suggested to use the trans-theoretical model in educational interventions aiming at improving self-efficacy, increasing perceived advantages, and reducing perceived obstacles. [ABSTRACT FROM AUTHOR]