Beliefs about intelligence influence Academic behavior and permit others to predict them. Achievement goals are integrated patterns of beliefs, attributes and affects which orient the Academic behavior and include different methods of approaching, engaging and reacting in Achievement activity. The purpose of this study was to determine the relation between Achievement goals (goal orientation) and beliefs about intelligence with Academic achievemint. one hundred and twenty girls and boys in grades 6 and 9 were chosen. Beliefs about intelligence were evaluated by a semi - structured interview and goal orietation was measured by a questionnair. Results indicated that: a) while the majority of students with mastrey goal, have an incremental view of intelligance, the majority of students with an entity belief about intelligence have a performance goal orientated. b) beliefs about intelligence can predict goal orientation. c) performance goal predict low acadmic Achievement. d) there was a negative relation between performance goal and entity view of intelligence with Academic Achievement. e) the belief that intelligence is malleable versus fixed was increased hy age. f) In comparaison with girls, boys more frequently believe that intelligence has an interactional origin of nature an nurture.

This paper investigates the relationship between self-efficacy and Academic Achievement among 300 girl students in second year of high schooling. The students are majoring in math-physics and in human sciences in the 6th educational district of Tehran. The research instrument used was MJSES Scale. This scale contains three components: talent, context, and effort. The mean score obtained in verbal (literature, Persian syntax, and conjugation) and mathematics (geometry, math, and statistics) tests was also used as a measure of Academic Achievement.The results showed that in both groups, the Academic self-efficacy could predict Academic Achievement. The results of step-wise regression indicate that the Effort Component is a more powerful predictor of the Academic Achievement than the Aptitude and Context. Furthermore, analysis of variance on all variables: Academic self-efficacy, effort, aptitude and context components, and Academic Achievement showed that the two groups are significantly different in Academic self-efficacy, Academic Achievement and aptitude component, but no significant difference in effort and context components were observed. These results imply that if the Academic self efficacy of a student increases and if the context of school and home provides the best for the student, their Academic Achievement, and the probability of selecting the math-physics field will also increase.

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.

The aim of present research was presenting the causal model of student’s Academic Achievement based on Achievement goals and Achievement emotions. The statistical population consists of all students’ second grade high school in Neyshabour. The sample was 416 students (198girls and 218boys) that were selected through multi-stage sampling method. The data collected by Achievement Emotions Questionnaire (Pekrun et al, 2005), Patterns of Adaptive Learning Scale (Midgley et al, 2000) and student’s grade-point average. The Path Analysis method indicated a good fitness for the model and indicated that mastery and performance-approach goals have Indirect significant effects on Academic Achievement by the mediation of positive emotions and the performance-avoidance goals have indirect negative and significant effects on Achievement only through negative emotions. On the whole, it seems that mastery-oriented students experience less anxiety and negative emotions in challenging situations that has positive effect on Academic performance.