academic achievement

The aim of the research was the effect of educational digital games on creativity, motivation and academic progress in the mathematics lesson of the first elementary school students. The research method is a semi-experimental type of pre-test-post-test with control group, And the statistical population included all the students of the first grade of elementary school in Islam-Shahr city. The sample size consisted of 72 people (36 people in the experimental group and 36 people in the control group) who were selected by the available method. The measurement tools included the Torrance Form A creativity test, the mathematical motivation questionnaire, and tests to measure knowledge, attitude and mathematical skills. The reliability of each tool was obtained as 0.80, 0.709, 0.82, 0.94 and 0.85 respectively. The experimental variable was implemented in three steps "group game", "exploration" and "individual game" in 12 sessions for the experimental group.Descriptive statistics and inferential statistics such as Kolmogorov-Smironov, Levin and Box test and multivariate covariance analysis were used for data analysis. The results showed; Education using digital educational games has been effective on creativity (fluidity component), mathematical motivation (desire, avoidance) and academic progress (knowledge, attitude and skill) of students. And there was a significant relationship between these variables; However, no significant difference was observed between the two experimental and control groups in the components of expansion, flexibility and innovation related to the variable of creativity.

Objective: This research was conducted with the aim of investigating the relationships between parenting dimensions, indicators of father-child relationship, and academic achievement.Methods: The research method was correlational of type structural equation modeling (SEM). The population of this study included boy students between 13 and 16 years in the city of Isfahan in the academic year 2021-2022. The random sampling method was a multi-stage cluster. The sample included 269 adolescents, who answered the parenting and father-child relationship online questionnaires. academic achievement was also calculated through the examination of grade average scores. The data were analyzed using Pearson's correlation test and structural equations and by SPSS and AMOS.Results: The findings showed that the assumed model after the modification has a good fit and parenting in all dimensions (except monitoring and Notification) was able to explain the indicators of the father-child relationship (P<0.01). On the other side, academic achievement could not have a place in the tested model.Conclusion: The results of the current research confirm the important role of parenting and its dimensions in explaining the father-child relationship, and also focus attention on the role of non-family factors regarding academic achievement.

Emphasizing the significance of students' attitudes and emotions in the learning process, this study utilized Structural Equation Modeling (SEM) to investigate the roles of sapio-emotionality, angloemotionality, and sensory motivation in learners' academic accomplishments. The key aim was to devise a scale for measuring students' anglo-emotionality (a blend of native speakers' characteristics and emotionality) using SEM, while also scrutinizing the relationships between sapio-emotionality (intelligence entwined with emotionality), angloemotionality, and sensory motivation. Data was collected from 292 EFL students (156 males and 136 females) across both social and non-social sciences fields who filled in three questionnaires, namely sapio-emotionality, anglo-emotionality, and sensory motivation scales. The SEM analysis indicated that the anglo-emotionality scale has robust psychometric properties. Furthermore, it facilitated the revelation that sapio-emotionality is positively correlated with sensory motivation. However, no significant statistical correlations were discerned between anglo-emotionality and sensory motivation via SEM. Intriguingly, when mediated by angloemotionality, SEM revealed that sapio-emotionality cannot predict sensory motivation and English Language Acquisition (ELA). Also, none of the dependent variables emerged as predictors of ELA. The study concludes with a discussion of the results and their implications for future research, underscoring the utility of SEM in elucidating these intricate relationships.

The current research aims to investigate the effect of teacher support (TS) on EFL learners' academic achievement, self-esteem, resilience, and academic enjoyment (AE). Eighty-four EFL students from a Turkish context participated in the study and were randomly divided into a control (N=48) and an experimental group (N=46). The standardized instruments, including the academic achievement test, Rosenberg's Self-Esteem Scale, Davidson's Academic Enjoyment Scale, and Cassidy's Academic Resilience Scale, were utilized to collect data. The impact was measured by administering pretests and posttests and employing a quantitative research methodology with a pretest/posttest design for the research. The results demonstrated significant effects of TS on all variables in question. The experimental group (EG) demonstrated significant improvements in self-esteem, resilience, and AE, with effect sizes ranging from medium to large. Additionally, the experimental group (EG) significantly outperformed the control group (CG) in academic achievement. These findings emphasize the importance of TS in improving EFL learners' academic and psychological qualifications and underpin a dire necessity of cultivating supportive and stimulating learning environments that prioritize autonomy, structure, and engagement. Implementing effective instructional practices may improve students' academic achievement and emotional welfare. The study's implications provide an understanding of integrating positive teacher-student interaction and support for positive psychology in the foreign language curriculum design and materials development.