The purpose of this study was to predict the ACADEMIC achievement based on ACADEMIC SELF-CONCEPT and locus of control. The design of this study was correlational-descriptive. The population consisted of all male and female pre-university students in public high schools of Tehran majoring in natural sciences in the ACADEMIC year of 2014-2015. From this population, 560 male and female students were selected using multi-stage random sampling. The instruments were ACADEMIC SELF-CONCEPT scale, and interiority, powerful people and chance scale. Also, the students’ GPA was considered as the criterion of their ACADEMIC achievement. Data analysis was performed through Pearson's correlation coefficient and regression analysis in SPSS 21. The results showed a positive significant correlation between ACADEMIC SELF-CONCEPT and locus of control with ACADEMIC achievement (p<0.01). The result of regression analysis also revealed that almost 23% of students’ ACADEMIC achievement variance was predicted positively based on ACADEMIC SELF-CONCEPT and internal locus of control. Hence, it can be concluded that by increase of the level of ACADEMIC SELF-CONCEPT and locus of control, the ACADEMIC achievement increases accordingly. In other words, ACADEMIC SELF-CONCEPT and locus of control are the most important variables in ACADEMIC achievement of the students.

Introduction According to American Psychiatric Association, specific learning disorder is a neurodevelopmental disorder that begins during school-age, although may not be recognized until adulthood. Learning disabilities refers to ongoing problems in one of three areas, reading, writing and math, which are foundational to one’ s ability to learn, and may cause problems in learning subjects such as history, math, science and social studies and may have an impact on everyday activities. Learning disorders, if not recognized and managed, can cause problems throughout a person’ s life beyond having lower ACADEMIC achievement. These problems include increased risk of greater psychological distress, poorer overall mental health, unemployment/ under-employment and dropping out of school. ACADEMIC selfconcept construct refers to self-perception and evaluation of a student on his or her self-regulation, general intellectual abilities, motivation, and creativity. Given that learning and ACADEMIC SELF-CONCEPT are directly correlated, and experience of failure in ACADEMIC achievement has effect on ACADEMIC SELF-CONCEPT, students with specific learning disorder often have poor ACADEMIC SELF-CONCEPT. It is important to conduct an intervention that can affect the ACADEMIC SELF-CONCEPT of students with specific learning disorder and to prevent their vulnerability to emotional, social, behavioral, and ACADEMIC problems. One of the interventions used for a wide range of mental problems and disorders is reality therapy. The present study was an effort to investigate the effectiveness of reality therapy group counseling on ACADEMIC SELF-CONCEPT of students with specific learning disorder...

The purpose of the present research was to assess the predictability of ACADEMIC performance based on selfconcept, self-esteem and selfcontrol in student in elementary schools. To do this, 300 students were randomly selected and were asked to fill out relevant questionnaires.Students’ ACADEMIC performance were measured based on their school report cards’ (very good, good, acceptable and needs extraeffort). Data were analyzed using pearson’s regression and multivariate regression. Results indicated that there was significant relationship between SELF-CONCEPT, self-esteem and self-control and school performance. Furthermore, selfconcept, self-esteem and selfcontrol could explain ACADEMIC performance to a large extent. These findings are discussed in the context of the literature.

The purpose of this research is to determine the relationship between moral intelligence and ACADEMIC self-efficacy with the mediation of ACADEMIC engagement of students in Mahabad city. The method of descriptive-survey research was of the correlation type and the statistical population was all 2831 secondary school female students of Mahabad city, of which 338 were selected by cluster sampling using Morgan's table. Data collection tools were standardized questionnaires of moral intelligence of Lenik and Hill (2005), ACADEMIC self-efficacy of Jinks and Morgan (1999) and ACADEMIC engagement of Fridix et al. (2006). The results of hypothesis testing were analyzed by spss and pls software and using correlation tests and structural equation modeling. The results showed that moral intelligence has a positive and significant relationship on ACADEMIC self-efficacy with the mediation of ACADEMIC conflict (0.31). Also, the results indicated that there is a positive and significant relationship between moral intelligence and ACADEMIC self-efficacy components (0.52). The relationship between moral intelligence and ACADEMIC engagement components was positive and significant (0.76) and finally, ACADEMIC engagement has a positive and significant relationship with ACADEMIC self-efficacy (0.41). Therefore, by increasing moral intelligence and consequently increasing ACADEMIC engagement, it is possible to provide the basis for increasing ACADEMIC self-efficacy in secondary school female students of Mahabad city.