Objective: This study aims to investigate the mediating role of parental non-involvement in relation to GOALS of PROGRESS with academic dishonesty in students. Methods: This is a correlational study in which the relationships between the variables of the proposed model were investigated using the structural equation modeling method. The statistical population included all female high school students in Semnan City, in the academic year 2020. Using the convenience sampling method, 350 people were selected as the sample. The academic dishonesty questionnaire, GOALS of PROGRESS questionnaire, and family non-involvement questionnaire were used as measurement tools. Correlation coefficients (using the SPSS software) and structural equation modeling analysis (using AMOS statistical software) were employed to investigate the variables of the academic dishonesty prediction model. Results: The findings indicated that the data fit the model, and the results showed that GOALS of PROGRESS had a direct effect on academic dishonesty and family non-involvement. In addition, family non-involvement had a direct effect on academic dishonesty. Finally, GOALS of PROGRESS through the mediating variable had an indirect effect on academic dishonesty. Conclusion: To increase students’,academic honesty, a set of internal, external, individual, and family factors of students should be considered.

The Millennium Development GOALS (MDGs) are eight international development GOALS and 21 targets that all countries have agreed to achieve by the year 2015. Central Asian countries have shown uneven PROGRESS in achieving these GOALS. This paper conducts a comparative study of the impact of economic integration of the regional countries into the world economy on uneven PROGRESS of Central Asian countries' in achieving MDGs. The indices of the study include economic freedom, membership in international economic organizations, attracting foreign investment and the ratio of trade to gross domestic product (GDP).

Background: Sustainable development GOALS' (SDGs) analysis can be caused a better understanding of factors contributing to access to health services and help shape policies to attain health GOALS. This review aimed to measure and compare the SDGs between Iran and selected categories. Methods: This study was a comparative cross-sectional study. We identified indicators of health status based on the SDGs report 2019. The status of SDGs indicators was compared in Iran to four categories, including selected countries with similar social, economic, and health status, six regions of the WHO, the average of each income level group. SPSS 20 and Excel 2019 software were used for descriptive data analysis. Results: The average life expectancy and healthy life expectancy were 75. 7 years and 65. 4 respectively in Iran. Iran's mortality rate in indicators named road traffic (32. 1 per 100000 population), suicide (4. 1 per 100000 population), and unintentional poisoning (1. 2 per 100000 population) were higher than most of the categories. Iran's status in morbidity indicators had an approximately lower rate than all categories. Iran had full coverage in three immunization indicators like DTP3 immunization, MCV2 immunization, and PCV3 immunization, which was higher than all categories. Coverage of UHC in Iran (65%) was near to the global average (64%) and higher than the eastern Mediterranean Region (53%). Moreover, the prevalence of tobacco smoking (10. 95%) and alcohol consumption (1%) were lower than global (6. 4%) and the WHO regions (1. 8%) average. Conclusion: Health status measurement is a trend that requires the collection, processing, analysis, and dissemination of data by a set of indicators. There are several weaknesses in reported data in the SDGs for some indicators, the data collection process should be noticed seriously by policymakers.

Introduction: The purpose of this research was to determine the relationship between selfefficacious beliefs, GOALS of PROGRESS and the learning strategies with academic achievement of students. Method: This study is a descriptive correlational study based on the purpose of the applied type and based on the data collection method. The population of the study consisted of all students in the area of Tabriz in the academic year of 2017-2018 (1, 400 students). From this society, 300 students were selected by multi-stage cluster sampling method. Then, questionnaire on spontaneous learning strategies, development GOALS questionnaire and self-efficacy beliefs questionnaire was applied to students. Students were also used to measure their academic achievement. To analyze the hypotheses, Pearson correlation and multiple regressions were used simultaneously. Results: The results of correlation coefficient showed that there is a relationship between self-efficacious beliefs and learning strategies (r = 0. 446), between self-efficacious beliefs and academic achievement (r = 0. 858), between GOALS of PROGRESSion and learning strategies (r = 0. 752) and between PROGRESS and academic achievement (r =. 389). The results also showed that self-efficacious beliefs, GOALS of PROGRESS and learning strategies can significantly predict academic achievement (p <0. 01). Conclusion: This study has recommendations for psychologists, counselors, parents and teachers on academic achievement.

Introduction: Students' social adaptation and educational achievement require their educational conflict and self-efficacy in education. The aim of this study was to determine the fit of educational self-efficacy model based on educational conflict, GOALS PROGRESS and social adjustment of high school students. Methods: The present study is descriptive-correlational. The statistical population included all second grade high school students in Tehran who were studying in the academic year of 2018-19. 547 students were selected as a multi-stage cluster method and entered the research. To collect data from "Morgan-Jinks Student Efficacy Scale", "Zerang Educational Conflict Questionnaire", "Achievement Goal Questionnaire", and "Adjustment Inventory" was used. Data were analyzed by SPSS. 22. Results: There was a significant correlation between the components of social adjustment, GOALS PROGRESS and educational conflict (excluding the avoidance component) with the educational selfefficacy with 99% confidence. These variables explained the value of educational self-efficacy variance (0. 49, 0. 37, 0. 21), respectively. Fitness indicators were also optimal after pattern correction (0. 074). Conclusions: The correlation between educational self-efficacy and educational conflict with the GOALS PROGRESS and social adjustment n in the proposed model is well-suited. It is suggested that teaching methods emphasize student self-efficacy and educational conflict to promote social adjustment in learners.

As for the design and formulation of the Iranian Islamic PROGRESS model, the Leadership has asserted that “, the model design should be implemented and the production of this model for the creation of Islamic civilization is necessary. This model requires to the theory of Islamic PROGRESS. ”,Hence, the purpose of this paper is to identify the theory of Islamic PROGRESS. To this end, Maxqda software has been used to analyze the written and verbal assertions of the Supreme Leader,As a result, the concept of PROGRESS, PROGRESS GOALS, dimensions of PROGRESS, and PROGRESSion components have been identified. The pillars of PROGRESS include faith, science, justice, unity, and security, and 10 dimensions and 34 components were obtained accordingly.

Introduction: The aim of the present study was to explain the academic enthusiasm based on the socio-economic base with the mediation of PROGRESS GOALS. Methodology: The current research was of the correlational type using the structural equation modeling method, and the statistical population of this research consisted of all female students of the second year of secondary school of theoretical fields in Tehran in the academic year 2017-2018. The statistical sample of the research included 385 students who were selected by multi-stage cluster random method. The research data were collected using Pintrich's academic enthusiasm questionnaire (1991), Elliott and McGregor's achievement GOALS questionnaire (2001) and the researcher-made questionnaire of the socio-economic base of the family. and were analyzed by Smart PLS 2. 0 and SPSS 22 software. Results: The findings of the research showed that the socio-economic base and PROGRESS GOALS were able to directly explain academic enthusiasm. Also, the results showed that the socio-economic base has a significant effect on academic enthusiasm through the mediation of PROGRESS GOALS. Conclusion: The findings of the present research indicate that academic enthusiasm is the result of the combined and synergistic effect of various structures such as family-environmental structures (socio-economic base) and cognitive structures (PROGRESS GOALS ) are effective.