The present research aimed to study the relationship between ACADEMIC ACHIEVEMENT MOTIVATION and personality traits of high school students in Isfahan city as well as determining the degree to which each personality variable influences the students’ ACADEMIC ACHIEVEMENT. To this aim, 180 students, among Isfahan city high school students were randomly selected and studied. Some of the findings indicated that among the personality variables related to ACADEMIC ACHIEVEMENT MOTIVATION, the following were influential to the extent stated below: psychological hardiness 28%, self-efficacy 21%, endogen values 18%, internal locus of control 16%, and self-esteem 16%.

The aim of this study is to investigate the role of ACHIEVEMENT MOTIVATION and goal orientation in the ACADEMIC performance of students. In this study, 246 university students of Islamic Azad University of Abdanan selected through stratified random sampling and responded to ACHIEVEMENT MOTIVATION Questionnaire (AMQ) and Elliot and McGregor development goals questionnaire. Data were analyzed using multiple regression and Pearson Correlation. The results showed that between the components of ACHIEVEMENT MOTIVATION, hardworking and between the component elements of ACHIEVEMENT goals, Mastery Approach have a significant effect on ACADEMIC performance and can explain%21 of the total variance of ACADEMIC performance. The application of these findings is that in order to save resources and time saving, between the eight components only planning to strengthen and upgrade two components is required, hardworking and Mastery Approach improve ACADEMIC performance and providing programs to improve efficiency in other components is not required.

The purpose of this study was to examine the relationship between student teachers' perceptions of social support, optimism, ACHIEVEMENT MOTIVATION and ACADEMIC ACHIEVEMENT The population included all teachers and students in sixth city Zaveh which between them 50 teachers and 500 students (250 girls and 250 boys) with random sampling cluster level, 50 schools from each school, one class for each grade 10 students were selected. Cross-correlation techniques and data collection questionnaire for teachers optimism, perceived social support, ACHIEVEMENT MOTIVATION and ACADEMIC ACHIEVEMENT in math and science scores were used. The Pearson correlation coefficient and regression analysis and t-tests were used to analyze the data. The results showed that among school teachers' perceptions of social support, optimism, ACHIEVEMENT MOTIVATION and ACADEMIC ACHIEVEMENT of students by gender in science and math courses, there is no statistically significant relationship. Only a total of between optimism and perceived social support female teachers (49.0- = r and 01.0 = p-value), there was a significant negative correlation in males (08.0 = r and 73.0 = p-value), there was no significant relationship.

Background & Objectives: ACADEMIC performance, or the level of success that every learner can achieve in education, indicates a student's learning level and is one of the most important concerns of any educational system. Given that ACADEMIC performance is one of the most important concerns, basic goals, and a sign of success in the education system, it is important to identify its influential factors and solve the problems and shortcomings in the system. The issue of ACADEMIC ACHIEVEMENT becomes important when we know that many students can succeed but fail. ACADEMIC ACHIEVEMENT is a multidimensional variable that is not only influenced by learning and school factors but also by individual and psychological issues,the MOTIVATION for progress is one of these factors. ACADEMIC burnout is an important factor in understanding that each person can have their own desirable or undesirable competencies and performance in any situation, including ACADEMIC issues. This study aimed to investigate the effectiveness of mindfulness on ACHIEVEMENT MOTIVATION and ACADEMIC ACHIEVEMENT of students with ACADEMIC burnout. Methods: This applied study is cross–, sectional and quasi–, experimental with a pretest–, posttest and a 3–, month follow–, up design with a control group. The study population consisted of master's students of Psychology who were studying in the ACADEMIC year of 2017–, 2018 at Islamic Azad University of Science Research Branch Tehran, Tehran City, Iran. The inclusion criteria were as follows: being a master's student in Islamic Azad University of Science Research Branch Tehran in Psychology, studying in the ACADEMIC year 2017–, 2018, being 20 to 40 years old, and being willing to participate in a research project. The exclusion criteria for the experimental group were as follows: absence of more than two sessions from the educational program, unwillingness to continue attending the educational program, and not doing the homework and exercises of the educational program for two consecutive weeks. The study data were collected using the ACADEMIC Burnout Questionnaire (Breso et al., 1997), and a total number of 30 students with ACADEMIC burnout higher than 30 were purposively selected and randomly assigned to experimental and control groups (15 students in each group). The two groups in the pretest, posttest, and follow–, up phases completed the ACHIEVEMENT MOTIVATION Questionnaire (Hermans, 1970), and their ACADEMIC ACHIEVEMENT was measured. The experimental group received 8 sessions of mindfulness, whereas the control group did not receive any intervention. Data analysis was done using descriptive statistics (mean, standard deviation, and graphing) and inferential statistics (repeated measures analysis of variance, Bonferroni post hoc test, and t test for two independent group comparisons) in SPSS version 22 software. The significance level of statistical tests was considered at 0. 05. Results: The results showed that the analysis of variance was significant for the intragroup factor (time) and the intergroup factor of the variables of ACADEMIC ACHIEVEMENT (p<0. 001) and ACADEMIC MOTIVATION (p<0. 001). The interaction effect of group and time was also significant on ACADEMIC ACHIEVEMENT (p<0. 001) and ACADEMIC MOTIVATION (p<0. 001), and its effect was 0. 55 for ACHIEVEMENT MOTIVATION and 0. 81 for ACADEMIC ACHIEVEMENT. Also, the average scores of the variables of ACADEMIC ACHIEVEMENT and ACADEMIC MOTIVATION in the experimental group in the posttest (p<0. 05) and follow–, up phases (p<0. 05) were significantly higher than those in the control group. Conclusions: Mindfulness could be used to increase scores of ACHIEVEMENT MOTIVATION and ACADEMIC ACHIEVEMENT of students with ACADEMIC burnout so that mindfulness can be recommended to an ACADEMIC adviser.