This research was conducted using the meta-analysis method with the aim of synthesizing existing research on the relationship between identity Styles and academic performance. The statistical population of the study included all relevant studies conducted in Iran from 1385-1400 and available in the databases of Jahad Daneshgahi, Nurmagz, and Magiran. After evaluating the criteria for entrances and layaway requirements research, the correlation effects of the research were analyzed by CMA software. Also, two models of random effect and fixed effect were calculated. According to the results of the heterogeneous analysis, the randomized model was selected through Q and squared I indices. The findings revealed that the size of the combined effect of the investigated research after the removal of 4 effects size was 0.107. The combined effect size of the research was calculated based on the mean Cohen’s index. The results of heterogeneous analysis revealed of the existence moderating variables in the research as well. The results of this meta-analysis of theoretical and empirical foundations are indicative of the relationship between identity style and academic performance variables. Given the results of this meta-analysis, it can be concluded that for academic performance to be successful, it is essential to address the identity style among university and school students.

The present study is an attempt to personality dimensions in academic performance of university students. The sample includes 206 individuals (106 females, 100 males) from Shahid Beheshti University. Data was collected through short version of Neo Inventory and Dortaj Academic Performance Inventory. Data was analyzed by multivariate regression test canonical correlation and multivariate analysis of variance. Results show that extroversion and conscientiousness have positive relationship with academic performance and neuroticism has negative relationship with academic performance Also there was no significant difference between male and female participants in term of thinking styles. There was significant difference between students in technical and human sciences groups in term of thinking styles.Students in technical group showed higher score in legislative thinking styles than students in human sciences. Also results show that female students have higher score in Openness to experience than male students.

Introduction: Test anxiety is a response to a situation involving evaluation of a students’ performance. Test anxiety can be associated with poor academic performance.Aim: This study investigated the relationship between test anxiety and academic performance in female nursing students of Najafabad Islamic Azad University.Method: In this descriptive-analytic study, 161 female nursing students in second to sixth semester were selected in 2011. Data were collected via two component questionnaires including demographic data (14 question) and Sarason’s test anxiety (37 question). Internal consistency reliability (Cronbach’s alpha) (a=0.88), internal consistency coefficient 95% and criterion validity of 0.72; that were completed self- directed in Jun. Academic performance calculated by overall mean the scores in the past semesters. The data were analyzed by SPSS 16 software, using c2, independent t test, Pearson and Spearman correlation coefficient, analysis of variance, stepwise multiple linear regression and forward multiple logistic regression analysis with significance level 0.05.Results: In this study, the means students’ test anxiety and academic performance scores were in order 18.16 and 14.53. There was statistically significant reverse relationship between test anxiety and academic performance of nursing students (r=-0.213, p=0.007). Employment and studying in higher semesters were two predictive variables that had more negative effects on academic performance. Multiple regression analysis tests showed that anxiety and other variables as predictive variable, had significant reverse relationship with academic performance (p=0.047).Conclusion: In order to results, helping students to manage their anxiety effectively is a challenging duty that requires team effort of educational systems during the educational process; especially in higher educational system.

Introduction: Academic burnout and procrastination as barriers to academic achievement can affect academic performance. Therefore, identification of related factors is necessary. The present study was conducted to determine the procrastination status, academic burnout, academic performance and its related factors in nursing students of Gonabad Nursing Faculty. Methods: This cross-sectional study was conducted on 159 second to eighth undergraduate nursing students at the Gonabad Nursing Faculty in the first semester of the academic year 2016-2017. Data were gathered using demographic information form and Bruce academic burnout and Solmon and Roth academic burnout questionnaires. Students' academic performance was considered based on the total score. Data analysis was performed using SPSS software. Results: The mean and standard deviation of students' academic procrastination score were 83. 89 (10. 71) and 47. 72 (8. 23) for academic burnout. The average and standard deviation of the total average of students was 16. 31 ± 16. 1. Independent T-test results showed that there was a significant relationship between gender and academic procrastination (P = 0. 04). The result of Pearson correlation test showed that there is a significant correlation between the total score of academic procrastination and the overall score of academic burnout (P < 0. 0001). Conclusions: Based on academic burnout and procrastination among the nursing students and identification of the related factors, nursing education planners should try to reduce the procrastination and burnout of nursing students by implementing appropriate measures.

This study aimed to explain the role of mental health on academic performance of students with the meditation of academic achievement motivation. The research method was descriptive and the design was correlation of the kind of structural equation modeling. Statistical population was 4020 university students in Birjand University. Through stratified random sampling and cocran's formula, 351 students were selected as the sample. Mental Health Questionnaire (Goldberg, 1972) and Academic Achievement Motivation Questionnaire (Hoseini et al., 2008/1387s.c.) and academic mean scores were used to collect the data. Correlation analysis showed that there were significant correlations between mental health and academic achievement motivation, (P<0.01), academic achievement motivation and academic performance (P<0.01) and depression and academic performance (P<0.01). Structural equation modeling of mental health, academic achievement motivation and academic performance with respect to fit indices were confirmed and also the results showed that mental health had effect on academic achievement motivation (y=0.62). Also, academic achievement motivation was effective on academic performance (b=0.44). Finally, mental health had effect on students academic performance with the meditation of academic achievement motivation (y=0.51). 

The academic buoyancy refers to the successful experiences of students or college students to face obstacles and educational problems and overcome them. The aim of this research was to predicate the academic buoyancy and academic performance of college students based on Islamic lifestyle. The method of the research was the correlation one. The study population included all students of Islamic Azad university at Abhar Branch. Cluster sampling was used to select 212 students. The measurement instruments included Islamic lifestyle questionnaire, academic buoyancy questionnaire and academic average score. Pearson correlation coefficient and stepwise regression analyses were used to analyze the data. The results showed that in spite of positive correlation between all dimensions of Islamic lifestyle and academic buoyancy, only two components of punctuality and beliefs would explain 35 percent of academic buoyancy variance. The results also showed a positive relationship between Islamic lifestyle and academic performance. The was a positive relationship between religious rituals, ethics, family, thinking and knowledge, punctuality of Islamic lifestyle and academic performance. The results of regression analysis showed that 13 percent of academic performance variance is explained by three components of punctuality, thinking and knowledge, and religious rituals of Islamic lifestyle. Therefore, the results of this study can provide a basis to increase academic buoyancy and academic performance through consideration of their lifestyle.