Background & Aims There are many factors that lead to progress in the academic environment. Factors such as motivational and environmental characteristics are important, but it is widely assumed that motivation is one of the main elements of progress in the educational environment. One of the important topics in the field of motivation is goal orientation. The theory of goal orientation mainly examines why people choose a specific goal, how they approach the desired goal and engage with the task related to it. One of the dimensions of goal orientation that has been examined in this research is mastery goal orientation, which has a direct relationship with people's learning and performance. Mastery goal orientation is known as a person's unconscious approach to a learning task. In general, the mastery goal orientation directs the academic behavior and is able to explain the relationship between the student's beliefs about academic success and being involved and continuing to complete a task, which has an effective role in the academic progress of students. Self-efficacy is another important factor that is of interest to researchers and administrators in the field of education. Bandura investigated the effects of self-efficacy on academic performance and named this construct as academic self-efficacy. He believes that self-efficacy beliefs play a role in academic success more than ability, knowledge and previous success. Academic self-efficacy emphasizes students' beliefs about their ability to succeed in academic subjects, curricular areas, and self-regulation in learning and study activities. cognitive-motivational intervention is the process of monitoring, reviewing and directing behavior that reduces aimlessness and inconsistency between motivation and effort and leads a person on the path of effort and achieving efficiency. Studies have shown that teaching self-regulation components in Martin's theory can,affect the level of students' motivation, for example, sustainability in Martin's approach is one of the factors that is known as an effective factor and can lead to more self-efficacy and increase academic motivation in students. Persistence means that a person continues in his work despite the difficulty of the work and the challenges that exist. Due to the fact that training motivated, purposeful and efficient learners is one of the requirements for achieving academic success and the concept of motivation has always been the focus of researchers and education specialists. Therefore, cognitive motivational multidimensional intervention can be useful in the field of education. Considering the importance of this approach, the research question is: Is cognitive motivational multidimensional intervention effective on students' academic self-efficacy and mastery goal orientation? Methods The present study was a semi-experimental study with a pre-test, post-test and follow-up design with experimental and control groups. The statistical population of the research was all the fifth-grade students of Nahavand primary school, a sample of 30 people (15 in the experimental group and 15 in the control group) was selected through cluster sampling. The research tools included the academic self-efficacy questionnaires of Zajakova et al. (2005) and the goal orientation of Midgley et al. (1998). After the pre-test, the experimental group was trained in cognitive motivational intervention during 9 sessions of 45 minutes, and the control group did not receive any intervention. After the completion of the experimental intervention, the post-test and after one month, the follow-up test was performed. To analyze the data, Mixed analysis of variance was used in SPSS-23 software. Results The results showed that cognitive motivational intervention has an effect on academic self-efficacy and mastery goal orientation (p<0. 01). Conclusion Considering the impact of cognitive motivational intervention on increasing academic self-efficacy and the goal orientation of students' mastery, this method can be used to increase their academic progress. It is important to mention that the data presented in this study is self-reported. Although this method of data collection is a reasonable and defensible method, it would be useful to conduct research that examines similar constructs using data obtained from other sources such as teachers and parents. The current research, like other experimental designs, also had limitations, one of which was the small sample size, which reduces the generalizability of the findings,To solve this limitation, it seems necessary to conduct a study with a larger sample size in order to reach more stable results. Another limitation of this study was not considering the academic progress of the students. Considering the academic progress can affect children's self-efficacy, therefore, the results may have been integrated with the effects of academic progress, which should be cautious in generalizing the results, and it is suggested to control the educational progress and the level of children's motivation in future studies. According to the results of the current research and previous studies, it can be said that the cognitive motivational multidimensional intervention is effective and can be used, but schools are facing problems in the field of implementation, and the implementation of this approach requires planning and policy making in educational programs.

This study was aimed at comparisons of the Efficacy of cognitive motivational multidimensional intervention with mind-awareness-based stress management education on educational vitality and target orientation in students. This clinical trial design is pretestposttest quasi-experimental research with two experimental and control groups among female ninth graders in Mahabad schools. 45 students were assigned randomly in 3 groups Using cluster sampling. The efficacy of interventions was evaluated by using the target orientation questionnaire and educational vitality Scale. The data was analyzed with covariance analysis method. The results showed that cognitive motivational multidimensional intervention and mind-awareness-based stress management education are statistically (p<0. 05) significant on educational vitality and target orientation. Moreover cognitive motivational multidimensional intervention is more efficient than mind-awareness-based stress management education in both educational vitality and target orientation scales. cognitive motivational multidimensional intervention as a multidimensional method fosters a set of cognitive, motivational and behavioral abilities in students and has a high effectiveness on improving their performance.

Introduction: The present research was conducted with the aim of comparing the effectiveness of procrastination-based cognitive-behavioral training and cognitive motivational multidimensional intervention on procrastination of secondary school students with addicted parents in Babolsar.Method: The research method was semi-experimental with a pre-test, post-test, and follow-up period with an unequal control group, and the statistical population of the study was all students with addicted parents in the second secondary level of Babolsar and their parents were studying in the academic year of 2001-2001. 45 people were selected as a sample and were placed in two experimental groups and a control group of 15 people and answered the academic procrastination questionnaire of Solomon and Roth Bloom (1984), research and cognitive behavioral training based on procrastination, and multidimensional cognitive motivational intervention. The test was carried on for two groups and the control group was kept waiting. The data was analyzed by the method of analysis of variance with repeated measurements.Findings: The findings showed that 78% changes in procrastination scores, 62% changes in homework preparation scores, 63.6% changes in exam preparation scores, and 59.2% changes in essay preparation scores during the pre-test, post-, test and follow-up stages, it was caused by cognitive behavioral training based on procrastination (P<0.05). Also, the findings showed that 73.7% changes in procrastination scores, 58.6% changes in homework preparation scores, 46.2% changes in exam preparation scores, and  44.3% changes in preparation scores during the pre-test, post-test, and follow-up stages, the article was due to the multidimensional intervention of cognitive motivation (P<0.05).Conclusion: Based on the findings of the research, it can be concluded that cognitive behavioral training based on procrastination and cognitive motivational multidimensional intervention has a significant effect (P<0.05) on the procrastination of secondary school students with addicted parents.

This study set out to compare the effectiveness of multidimensional cognitive- motivational intervention and mindfulness training on academic self-efficacy and achievement goal orientation of female elementary school students. This quasi-experimental research had a pretest-posttest control group design with a one-month follow-up session.  The statistical population of the study comprised all female elementary school students in Nahavand in 2020-21 school year. In order to draw the sample, cluster sampling method was utilized and 45 students were selected and randomly assigned to three groups of 15 individuals (a control and two experimental groups). The first experimental group received Martin's motivational strategies for learning intervention (2008) for six 45-minute sessions and the second experimental group received Burdick's mindfulness intervention (2014) for ten 45-minute sessions. To collect data, Zajacova's Academic Self-Efficacy Questionnaire and Midgley's Achievement Goal Orientation Scale were used. Data were analyzed using repeated measures ANOVA. Results demonstrated that both interventions were effective in increasing students' academic self-efficacy and achievement goal orientation. In addition, the effect of mindfulness program was significantly higher on academic self-efficacy compared to the cognitive-motivational intervention; however, no difference was observed in achievement goal orientation between the two intervention programs. Finally, the follow-up test showed the stability of the results over time. Hence, it seems that these two interventions can be used to enhance academic self-efficacy and achievement goal orientation of elementary school students.

The present study aimed to determine the effectiveness of multidimensional motivational interventions on self-efficacy and academic performance of sixth-grade female students in the city of Miandoab. The research method was quasi-experimental, and the design employed was a pretest-posttest with a control group. The statistical population included all sixth-grade female students from all schools in Miandoab, totaling 344 individuals. A multistage random sampling method was used to select the samples. Accordingly, two schools were randomly selected from this population, and then one sixth-grade class was chosen from each school. To prevent diffusion effects, one school was assigned as the control group (35 students) and the other as the experimental group (35 students). A univariate analysis of covariance (ANCOVA) model was used to test the research hypotheses. The findings indicated that multidimensional motivational interventions were effective on students' self-efficacy as well as their academic performance. Based on the results, such interventions can enhance self-efficacy and significantly improve students&rsquo, academic performance by fostering emotional skills and planning abilities.

Introdution: Ischemic mitral regurgitation (IMR) remains one of the most complex and unresolved aspects of ischemic heart disease that the impact of percutaneous coronary intervention (PCI) on improvement of intensity of ischemic mitral regurgitation is not well clarified. Patients with coronary artery diseases and ischemic mitral regurgitation have a worse prognosis than the patients with coronary artery disease (CAD) and those without ischemic mitral regurgitation. We sought to investigate the impact of complete revascularization by percutaneous coronary intervention PCI on improvement of IMR in patients with CAD and comparisons of echocardiography indices in patients with and without improvement of ischemic mitral regurgitation. Methods: In this cross sectional retrospective study, echocardiographic reports in pre-percutaneous coronary intervention time and 12 months after PCI of patients with moderate (≥ 2+) ischemic mitral regurgitation who underwent complete revascularization by percutaneous coronary intervention from Farvardin 1391 to Esfand 1393 were included in the study. Then, echocardiographic data of the patients with improved ischemic mitral regurgitation compared with the patients with non-improved ischemic mitral regurgitation. Results: Comparison of echocardiographic indices before and after percutaneous coronary intervention revealed that after percutaneous coronary intervention (P = 0. 002) in 15 patients (16%), improvement in ischemic mitral regurgitation was occurred. Also, left ventricular ejection fraction (P = 0. 010), left ventricular end-diastolic (P = 0. 003) and end-systolic diameters (P < 0. 001), wall motion score index (P = 0. 003), left atrial area (P = 0. 001) and systolic pulmonary artery pressure (P = 0. 046) in pre-percutaneous coronary intervention echocardiography were different between improved and none-improved IMR group. Conclusion: Although, percutaneous coronary intervention can lead to improvement of ischemic mitral regurgitation but most patients did not show improvement of ischemic mitral regurgitation after percutaneous coronary intervention. The structural abnormality of left ventricle and atrium were different between improved and none-improved IMR group.

Aim: The aim of this study was to developing a motivational scaffolding program and evaluate effectiveness on goal orientations and cognitive appraisal in parents. Method: First, the intervention mapping was used to design a motivational scaffolding training program. Then, quasi-experimental research with pre-test-post-test design with follow-up and control group was used. The statistical population included all parents of eighth grade students in Tehran's 4th education district. The statistical sample included 30 mothers with seventh and eighth grade children who were selected using available sampling method. After assignment in experimental and control groups, they responded to the cognitive Appraisal Scale and parental goal orientation tool. The motivational scaffolding program was implemented in ten two-hour sessions weekly for the experimental group through the WhatsApp application. Results: The results of simple mixed analysis of variance statistical method showed that this training program (p<0. 05) was effective in increasing the mastery goal orientation (F=4. 20) and challenging Appraisal (F= 4. 40)and evaluation of resources (F= 6. 31), as well as reducing performance goal orientation (F= 3. 97) and threatening cognitive appraisal (F= 3. 88) in the parent group. Conclusion: The results showed that by emphasizing the functional characteristics of the scaffolding program for changing parents' motivational status, motivational terminology identifying the motivational profile of parents was similar to the motivational constructs governing students' motivational orientation. Therefore, parental motivational orientation is considered as one of the most determining contextual elements affecting students' motivational profile.