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Kerry McGee
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1 ,- & #$% &' 2 1 # " 78 5%, & ! " # : 95/3/18 :*+, 94/5/14 :$# 62 < =>?@ $#, 1, (1992), ,5 /0 12 3, 42 :+(, *" L NA #? * 6 65 # KLM, " ( 109 7?@ $#, TUL = 6 D H".L S M 6A SPSS 18 M# 6X =W 8W@ (#). () 2" AB 1> = 136) > 245 "<D2 6EFG H :., 2!QDR.$# OP =W, "W<D2 V/ SP! 2TUL 2 8@.L 6#.L S 6 [ R E $<Z 6G => $#, 2" B 6"L 8 H 65 = Y : /. $#, H< = H 6EFG 6R 2?@!5U 8 1> 8 =.$L 5?@ 2] =! B, 8 < \A 8 $D2 6EFG H 26# :/ ^> 7 < 2=! $?@ <E 2c < $#, = # $D2 6 6R.(1) 6 8 = 8U L! 7 2 =#?@ H 212 3,, H B E?@ $#, 1, H< 7 6!5 2 6, , U Z.(2) $ L > 65 (Model of Human Occupation)! &12 :5 &;< 1= ) :('0 1, (2 H HD K?@ $#, ^2S _0< HM" 1FX 0 1, D * H<7 6!5 2 6R R.$ L! N0 6 H $#, B 8 $UL ="2 3, `a =! 5 1, 2 H<?@ 2 D 1A 65 2 = EFG 6, $#, H< 7 85 K b a# =!.= #! " # = # # KLM, " 5 > -2

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4 77 # " 78 5%, B 8 62 ln 1L.(15) $# a S $ Qwa FE $} 6G b `n@ M2?@!5U ln :8L 2" => 65 8L 12 3, H! 6ER.(18) 2= ln (Academic Self-Efficacy:ASE) " KLM,,, KLM, 2K = Organization and Attention to Study: ) 6EFG 6R - > S M # KLM, Stress and Time ) = # l ln (OAS R5 R S `n@! 6D ^>0.L -$FE# $F] ln Involvement with College Activity: ) (Pressure: STP 2" 2 Emotional Satisfaction: )0$/ln(ICA Class Communication: ) 5 Ow< ln 2 3, jw b VFa U M H.$ (ES (CC.(19) L >2 < = HF 26, D au O70 $ $fr Ow > (U ) # $2 S 26, 8DK (S SP! ~G 2 136). U SPSS 18! M#.L 8@ 12 3, Ot V w< P 22/69 55/51 6D > => H" 245 /. _! =>?@ b# O?A 1 R.$ 6ER ^>0 =M 6 6R (1970) = OP H 6 => 1M *.L! S 245 6n<w 6 6D $R 6n<w V0 65 = 2 E.L ^n = > =>?@ 6UL V0 E On<w ~G $< 6 6R $f.$# 8KL " 6n<w 6 On<w 6n<w 2 6D ^>0 6 6ER ^>0.L NA < #? 6D * 6D 62 6A `n@ H 2! M 1 6">, \w 26.$ (5 sp 5) 5 (5D sp H vp) M H 6E a HF.L 2A, H # #, ^n lm5 F " (Fred Newton) HX M H r, =!.$# OP (1992), HU! 65 $ 6# a jp " $ 12 3, H L =! 6A 6D =>?@ b# O?A :1 R 44/49 55/ /90 35/ & # $% 19/ ,./ 28/98 26/ "" 1"2/ -,./ 1"! 0 ()*# +, 24/ ,!

5 A81 9 ;< 1= ) 19 BC91D E9 78 6P# ~G ] 2 ln 6K Y.L S =, "<D2 * 6,.$! 3 R 6"L 2ln E 4@ H"2 R HoD2.2 = SF!, n D2 6 M OD H 6G HE 12 3, 6 6R => ED> E 6"L 2ln CC O N- 9 9 HI<13 - J)1K L1,< &M;< :2: 5F SF! V/ 0/84 0/77 0/72 0/65 0/68 0/66 E 4@ 0/62 0/81 0/69 0/66 0/70 0/65 H" 3/96 3/37 2/97 2/90 3/57 3/30 E ?@!5U ln 6EFG 6R 2 # l 2" ffe# $F] 0 D/ 5 Ow< (N=245)?)< 3 O % :5 M9 ;2PI% J)1K :3: 5F ES *0/44 ICA *0/28 *0/14 *P<0/05 STP 0/10 *0/32 *0/36 OAS *0/31 *0/30 *0/59 *0/34 ASE *0/45 *0/24 *0/14 *0/51 *0/31 Mean *0/56 *0/39 *0/24 *0/15 *0/40 *0/23 6"7 Mean2 89" ASE ()*# 1:"; OAS +$="> +#?"2 STP"? "@ 62 ICA 9@ 1"A="$ =@ ES 2"B 1C0"% CC 2D E"F"5# 28 =W W2 3, W $fr => H" OD 1, 6"L () L 6 =! * L m H1, = 6 ln 1L =MD2 w FE => H" OD 1, /0 = Y.(4 R) L S $ TA 3 R 65 w=d2 H" OD > B 6"L = H.2 E m< =>?@!5U 8 6 m 6G H 2$FE# $F] 8 6 6G HD5 (r=0/56).$ (r=0/15) 2"

6 79 # " 78 5%, /5 W VW 6 6EFG 6R 2?@ E 1, n H P 11/9 5 W5 1, X 2 " ln fx.2.$ E f! H< n B 65 w , $a E e 6D H" r P 34/4 $ 1, 8a 2ln E H1, 1L H H n < HoD2.( =0/34)!5U 8 2" B 8 (N =245) =>?@ $#, ln 1L = 8@ Y :4 R P 0/000 0/030 0/108 0/725 0/205 0/813 R=0/586?@!5U =M H a t 8/220 2/065 1/612 0/352 1/269-0/237 (Beta) 0/445 0/119 0/080 0/017 0/077-0/012 6G 65 =0/344 (21) *M =?@ $#, =M => L _ =>!5U2.$ D2 O U 2 6 n = 65 n 6X2.L 2 a U?@?@ > U 2 => 2U U f?@ M" L $<Z 8 B $@ #!5U =M 65 X2 8Z). V L! 26 F a E =! =! 6 a => 65, \FK 6 n => ] H ~G = M (L.A <f =W?@ WKD `Ww HW 2ln H 65 L TA 8@ HD2 l 2" 2$FE# $F] ln 6"L H<.$ (r=0/15) 6G HD5 H" B 1/058 0/250 0/195 0/043 0/184-0/033 2H1, ( 6"L 2 ln)?@!5u 6EFG 6R 2 # l 2" ffe# $F] F=28/359 P<0/000 6X () 0 $/ 5 Ow< 34 6G 42 /0 12 3, > B 6"L 28 = Y.L > (1992), 8 67 <!5U ln H "<D2 V/ Ht 65 HoD2 P 34. (r=0/56) D H"?@ 1 65 L TA 2 bd5 ln 1L e => H" r ln = H 65 $ 1, H< 8a 1, H P , Z 6# H 6 bm?@!5u.5 H< 5!5U ] = 65 ^5 -E 6G U =>?@ $#,?@ r P 16 1 H< =KD2 SP HoD2 $?@ $#,

7 A81 9 ;< 1= ) 19 BC91D E9 80 M 6.(26 27) OP M?@ $ 6 6 6EFG 2Of su *! D OP 67#0 Ow $<B f 65 R 2*! H $au Ux Ow D7 ^>0 f 6 = V5 M, { 8@ 6K 2Of $S = 5 w 6 r,.5 2U U 6 6 H L Ow 1M# _ 6EFG V5 _ # HX L 8@ n _.L 2U 1 < Oa / Ot0 # *" 7 # 8 = 0.$ +B =>?@ $#, $ 8 H =L TA NG ~G 6 2 VFa D 6 <E > 2M < M.$U, =! 6! $# 8KL (1992), 8 6 $. > B 8 FE $ 6G H< 65 /0 12 3, SP $2 $ D2 Y ^DE LD e@ u2# 6 6R 2M 6K " MF L 6f 25 L! H L l0 1, 1 2 HX 8 F (19) 6#+, OP ^2 nn@ { 2 H1, QR "F b (1992), e L! 2e@?@ $#, M H S K L 5 M =! Oa \E/ mn = \A! 2 6ER 2 3, 2$Ea $UL f H 26# l 85. f =! D2 b 2" e@ 8E 65 5 =x 6# H $FE# b X2 65 $ DR $FE# a m< F L +B?@ $#, 8Z UL 2$FE# " >. MF D $5L " "2# DR 2$FE# H t?@ $#, => e@ U $ $?AL 6 2$5 2" 7 6.$ e< f! DR 80 < 8Z) WL! H W2* DR Eƒ 65 (... W5 W 6F *" L S 6K ^2 => $<Z L! e@ 6 => $5 -> WL! 2* WS W2U W> WD W5 WKD2 W< $5 6 =W> *W" <f W L B = n 2" 26.(24) 6"L 2ln 5 1, =?U 6 65 L TA =>?@ $#, ln L L 65?@!5U ln 1, H P 12 M 6EFG 6R 2 1, H< Df 1n 5 H< 5 6 6X 5 $F0 6X =>?@ $#, D2 MF l H.2 = = bks 6EFG ~@P 2L?U => 6-6/#.$ $D2 M0 2=! =U l $ < 2 8K 6EFG 2Of l 65 VFa 6EFG H L L! 65 $ 8P H 8nE a L 6 > 6EFG 2Of su 6EFG L jp # 2 KS $n# V5 $ Ow 6 1U

8 81 # " 78 5%, R 6X2 =>?@. a L! ="2 3, =M6 #5, (25 => W@ HF W 6W5 6W HWW W> 65 # KLM, W "W 6WA2#.! 8D 6 a K WD 1W2 3, H References 1- Newton FB, Kim E, Wilcox D. Administration and scoring manual for the college learning effectiveness inventory (). Unpublished manuscript: Kansas State University, Manhattan; Hassan-Abadi HR, Yaghubi H, Peyravi H, et al. The factors of influence on students academic achievement: Primary results of a national study. 6 th Seminar of Students Mental Health, Gilan University, [Persian] 3- Kielhofner G, Fogg L, Forsyth K, et al. A factor analytic study of the model of human occupation screening tool of hypothesized variables. J Occupational Therapy in Mental Health. 2009; 25(2): Dweck CS. Self-theories: Their role in motivation, personality, and development. Pennsylvania: Psychology Press, Bandura A. Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NC: Prentice-Hall, Lent RW, Brown SD, Hackett G. Toward a unifying social cognitive Theory of career and academic interest, choice, and performance. J Vocational Behavior. 1994(45): ?@ $#, H< t 12 3, G@ # 8 6D> =>!5U =X 2 HoD2 $# 7 6EFG ~@P 2* *!?@ $#, H< , Oa 6 6R 7- Lent RW, Paixão MP, da Silva, JT, et al. Predicting occupational interests and choice aspirations in Portuguese high school students: A test of social cognitive career theory. J Vocational Behavior. 2010; 76(2): Russell RK, Petrie TP. Academic adjustment of college students: Assessment and counseling. In S.D. Brown and R.W. Lent (Eds.), Handbook of Counseling Psychology. New York: Wiley; Rasooli-Khorshidi F, Kadivar P, Sarami Gh, et al. The study of relationship between metacognition, achievement goals, study strategies and academic achievement. J Educational Psychology Studies. 2015, 10(18): [Persian] 10- Ghorban DordiNejad F, Hakimi H, Ashouri M, et al. On the relationship between test anxiety and academic performance. J Social and Behavioral Sciences. 2011; 15: Krumrei-Mancuso E, Newton FB, Kim E, et al. Psychosocial factors predicting first-year college student success. J College Student Development. 2013; 54(3): Norvilitis JM, Reid HM. Predictors of academic and social success and psychological well-being in college students. J Education

9 A81 9 ;< 1= ) 19 BC91D E9 82 Research International. 2012; 32(1): Shreemathi SM, Sue R. Students perceptions of educational environment: A comparison of academic achievers and under-achievers at Kasturba medical college, India. J Education for Health. 2004; 17(3): Lahmers AG, Zulauf CR. Factors associated with academic time use and academic performance of college students: A recursive approach. J College Student Development. 2000; 41(5): Kim E, Newton FB, Downey RG, et al. Personal factors impacting college student success: Constructing college learning effectiveness inventory (). J College Student Journal. 2010; 44 (1): Robbins JB, Allen J, Casillas A, et al. Unraveling the differential effects of motivational skills, social, and self-management measures from traditional predictors of college outcomes. J Educational Psychology. 2006; 98(3): Holdford D, Reinders T P. Development of an instrument to assess student perceptions of the quality of pharmaceutical education. American Journal of Pharmaceutical Education. 2003;67(4): Human A. Statistical inference in behavioral research. Tehran: Pars Publication, [Persian] 19- Moshtaghi S. Psychometric properties of college learning effectiveness inventory (). J Psychological Models and Methods. 2014; 14(3): [Persian] 20- Karimzadeh M, Mohseni N. Female academic self-efficacy and academic achievement. Quarterly Women Studies. 2006; 4(2): [Persian] 21- Saffari M, Sanaeinasab H, RashidiJahan H, et al. Happiness, self-efficacy and academic achievement among students of Baqiyatallah University of Medical Sciences. J Medical Education Development. 2014; 13(7): [Persian] 22- Lane J, Lane, AM. Self-efficacy and academic performance. Social Behavioral and Personality: An International Journal. 2001; 29(7): Linnenbrink EA, Pintrich, PR. The role of self-efficacy in student engagement and learning in the classroom. Reading and Writing Quarterly. 2003; 19(2): Mohamadi A, Mohamadi J. Students' Perception of the Learning Environment at Zanjan University of Medical Sciences. J Zanjan Medical Education Development. 2013; 11(6): [Persian] 25- Seifoori V. Evaluation of the reading skills and habits of the social science students of Razi university of Kermanshah. J Research on Information Science and Public Libraries. 2012; 18(1): [Persian] 26- JanBozrgi M, Shaghaghi F. Study skills. Tehran: Arjmand Publication, [Persian] 27- Shakurnia A, Alijani H, Elhampour H, et al. Nursing and midwifery students approaches to study and learning in AJUMS. J Research in Nursing. 2012; 26(7): [Persian]

10 83 # " 78 5%, The Relationship of Learning Effectiveness Factors and Academic Achievement in Dezful University of Medical Sciences Students Moshtaghi S 1, Afzalzadeh M 2 1 Dept. of Education and Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran. 2 Dezful University of Medical Sciences, Dezful, Iran. Corresponding Author: Moshtaghi S, Dept. of Education and Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran. saeed1788@gmail.com Received: 5 Aug 2015 Accepted: 7 Jun 2016 Background and Objective: The aim of present study was to examine the applicability of Russell and Petrie theory in prediction of academic achievement by college learning effectiveness inventory (). Materials and Methods: This correlational study was performed at Dezful University of Medical Sciences, on 245 students (136 men and 109 women), who were selected by random sampling method. Data was collected using the third version of. The mean scores of students were used as an index for academic achievement. Data were analyzed by descriptive statistics, Pearson correlation coefficient, multiple regression using SPSS 18 software. Results: The results indicated that six factors of college learning effectiveness correlated positively with students' academic achievement. In addition, the factors assessed, according to the study of academic self-efficacy and organization and attention to study factors were strongest predictors of academic achievement. Conclusion: Findings of the study emphasized the importance of investigating different factors based on Russell and Petrie model, and their influence on academic variables. Keywords: College learning, Russell and Petri Model,.

176 5 t h Fl oo r. 337 P o ly me r Ma te ri al s

176 5 t h Fl oo r. 337 P o ly me r Ma te ri al s A g la di ou s F. L. 462 E l ec tr on ic D ev el op me nt A i ng er A.W.S. 371 C. A. M. A l ex an de r 236 A d mi ni st ra ti on R. H. (M rs ) A n dr ew s P. V. 326 O p ti ca l Tr an sm is si on A p ps