Institute of Educational

The interest on studying Single-Sex and Coeducational Elementary
Schooling has grown significantly among researchers. Despite this, there
has been no research on this topic in Iran till now. The effects of school
type on academic achievement and social desirability which are among
important variables are examined in this research. The research design is
causal-comparative. The population is taken from students in fifth and
sixth grade from the public elementary schools in the academic year
1391/92 in Shahreiar, Tehran, Iran. The total number of the participants is
279 (half on co-ed and others on single-sex), which were selected by
random cluster sampling method. Results showed that the students from
single-sex schools had higher GPA, compared to the students of co-ed
schools. Also, it was statistically significant that the girls had better social
desirability compared to boys.

The purpose of t the study is to test the model for the explanation of academic achievement based on students' goal orientation and subjective well-being and parents' subjective well-being and goal orientation for the third year high school students. 441 females’ students and their parents were selected by cluster sampling in this correlation study. Students filled the Positive and Negative Affect Schedule, subscale of perceptions of parent's goal orientation and their parents filled the Positive and Negative Affect Schedule Life satisfaction scale. Obtained Data were analyzed by structural equation modeling through Amos software. The results of structural equation modeling show that hypothesized models have an acceptable fit to the data. Results indicate that student's goal orientation and subjective well-being mediate the relationship between academic achievement and parent's goal orientation and subjective well-being. The results indicate a part of difference in academic achievement accounted by the student's subjective well-being and goal orientation and their parent's subjective well-being and goal orientation.

Academic achievement motivation plays an important role in academic success, so its prediction and improvement is very important. This study investigated the relationship between academic achievement motivation and academic alienation, social support, media usage and demographic variables, and also predicted academic achievement motivation.study was correlational. Its statistical population included all male students of Isfahan university amongst them 96 persons were selected randomly. The instrument of this study included Pirnia academic alienation, Mobarak Bakhshayesh social support, Eliasi media usage, and researcher-made demographic information questionnaire. The results showed that academic achievement motivation has a significant correlation with academic alienation, social support, media usage and socioeconomic status.. The results from stepwise regression analysis showed that academic alienation, media usage, socioeconomic status and these variables altogether explained 17.6%, 8.3%, 4.3% and 30.3% of the variance of academic achievement motivation, respectively. These results indicate that less academic alienation, less media usage and better socioeconomic status can improve students’ academic achievement motivation.