Management and Educational Perspective

Abstract The purpose of this research is to investigate the effect of thinking styles and social problem-solving skills on academic performance with the mediating role of academic enthusiasm. The current research is applicable in terms of purpose, and descriptive-correlative in terms of its nature, with path analysis approach. The statistical population of the research includes all 960 students of the 5th academic level of Diyali city, of which 288 were selected by random cluster sampling using Cochran's formula. To collect research data, four questionnaires of Sternberg's thinking styles (1991), social problem-solving questionnaire of Dzorilla et al. (2002), academic enthusiasm of Fredericks et al. (2004), and Pham and Taylor's academic performance (1999) was used. The face and content validity of the questionnaire was approved by experts, and confirmed through factor analysis. The reliability of the tool was confirmed using Cronbach's alpha coefficient in a preliminary study; 0.92 for the questionnaire of thinking styles, 0.89 for social problem-solving skills, 0.86 for academic enthusiasm, and 0.90 for academic performance. Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software. The results showed that the effect of thinking styles, social problem-solving skills, and academic enthusiasm have a positive and significant effect on the academic performance of students. It was also found that the mediating role of academic enthusiasm in the effect of thinking styles, and social problem-solving skills on academic performance is positive and meaningful.
Introduction
Today, students' academic performance is considered as an important indicator for evaluating educational systems. In addition, academic performance has always been important for teachers, students, parents, theorists, and educational researchers. For example, students' academic performance is one of the most important criteria for evaluating teachers' performance. For students, the academic average represents their academic abilities to enter the world of work and employment and higher education levels. Perhaps it is because of this importance that educational theorists have focused many of their researches on knowing the factors affecting academic performance (Hong et al, 2017). On the other hand, today, educational courses have become a basic goal to achieve comprehensive progress, and according to this, the academic performance of students is one of the important indicators in the evaluation of education, which aims to help in various fields; from the dimensions of cognitive, emotional, personality development to the growth and excellence of people (Garcia et al, 2019). On the other hand, one of the most important issues that the world's education systems are usually dealing with is the issue of academic failure, which has consumed a lot of human and financial resources. In addition to the financial aspect, this issue provides the background for the emergence of many behavioral problems, psychological pressures, emotional disorders, and social abnormalities (Moore et al, 2020).
Perhaps the most important issue that can play a role in the level of academic performance and solving social problems, and should be aware of it, is the existence of thinking styles (Aghaei, 2015). Identifying students' thinking styles can play an important role in the learning process, so using assessments of thinking styles can provide useful information that the student can benefit from as much as the teacher (Orhun, 2012). Along with this issue, one of the new paradigms that guides the values ​​and beliefs of learners to reach their hopes and goals and high academic performance is academic enthusiasm (Pomerantz, 2006). This paradigm is a new stage in the evolution of learners' educational activities and requires new thinking about the amount of activity and effort outside the classroom environment that can affect their learning (Morton, 2018). Learners who have academic enthusiasm focus on and pay more attention to educational and learning issues; are more committed to the rules and regulations of their school; prohibit incompatible and undesirable behaviors; and have better academic success (Hamdan-Mansour et al, 2014). National context studies of academic enthusiasm in Australia and South Africa and other countries have mentioned academic enthusiasm as an indicator of the quality of educational systems (Eslami et al, 2016). According to the issues raised in this research, it tries to answer the question whether thinking style and social problem-solving skills have a significant effect on the academic performance of students with the mediating role of academic enthusiasm.
Theoretical Framework
Thinking style
Thinking styles enable people to realize their abilities and act accordingly. People with different thinking styles want to use their abilities in different ways and give different reactions according to their thinking style (Sternberg, 2001).
Solving a social problem
The skill of solving social problems is a set of learned behaviors that enables a person to provide practical solutions for social problems (Kirisci et al, 2020).
Education enthusiasm
Education enthusiasm refers to behaviors related to learning and academic progress. This concept refers to the quality of effort that learners spend on targeted educational activities to directly contribute to achieving desired results (Safari et al, 2016).
Academic Performance
Academic performance means the ability of students to answer questions related to the specific subject or topics foreseen for an educational course (Sepehvand, 2017).
Sabihabdollah Alharishavi et al, (2024) investigated the effect of learning and motivational strategies on the self-efficacy of physical education and sports science students with the mediating role of achievement goals and academic enthusiasm. The results showed that the effect of learning and motivational strategies, academic achievement goals, and academic enthusiasm on students' academic self-efficacy was positive and significant. It was also found that the mediating role of academic achievement goals and academic enthusiasm in the effect of learning and motivational strategies on academic self-efficacy was positive and meaningful.
Shafiq & Parveen (2023) investigated the use of social media: analyzing its impact on academic performance and participation of higher education students. The results indicated that when students use the knowledge sharing capabilities of social media, and are socially accepted; their academic performance improves.
Research methodology
The current research is applicable in terms of purpose, and descriptive-correlative in terms of its nature, with path analysis approach. The statistical population of the research includes all 960 students of the 5th academic level of Diyali city, of which 288 were selected by random cluster sampling using Cochran's formula. To collect research data, four questionnaires of Sternberg's thinking styles (1991), social problem-solving questionnaire of Dzorilla et al. (2002), academic enthusiasm of Fredericks et al. (2004), and Pham and Taylor's academic performance (1999) was used. The face and content validity of the questionnaire was approved by experts, and confirmed through factor analysis. The reliability of the tool was confirmed using Cronbach's alpha coefficient in a preliminary study; 0.92 for the questionnaire of thinking styles, 0.89 for social problem-solving skills, 0.86 for academic enthusiasm, and 0.90 for academic performance.
Research findings
Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software. The results showed that the effect of thinking styles, social problem-solving skills, and academic enthusiasm have a positive and significant effect on the academic performance of students. It was also found that the mediating role of academic enthusiasm in the effect of thinking styles, and social problem-solving skills on academic performance is positive and meaningful.
Conclusion
The present study was conducted with the aim of investigating the effect of thinking styles and social problem-solving skills on academic performance with the mediating role of academic enthusiasm. The findings are consistent with the results of Sabihabdollah Alharishavi et al, (2024), Shafiq & Parveen (2023), Elgaml (2022), Ofosu-Brako (2022), Piri & Piri (2022), Pourghorbani et al, (2021), Aboutalebi (2021), Afshin (2021), Nouraldi (2021), Mehraniyan (2021), Stavrulaki et al, (2021), Siddiq et al, (2020), and Van Loan et al, (2019). Piri & Piri (2022) found that the relationship between academic skills and academic performance is significant with the mediation of academic procrastination and absence from school in students.
According to the results of the research, the following suggestions are presented:
In order to effectively use different thinking styles in students, it is suggested to give them permission and independence so that they can solve the problems by providing suitable solutions. It is also suggested to check the steps of doing the work by the students, and take action to correct the work process at their own discretion. Also, a field should be provided for students to look at problems in a systematic way and provide solutions for problems with deep thinking.

Acknowledgments
The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript.
Conflicts of Interest
The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work.
Data Availability Statement
The data supporting the findings of this study are available from the corresponding author upon reasonable request.
AI Use Statement
The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript.
Funding
The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript.
Ethics Approval
All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract The main objective of the present study was to measure the effect of the use of artificial intelligence and smart learning on strategic thinking skills and academic performance of management students with the moderating role of individual ethics. The paradigm of the present study was positivism, its approach was quantitative, and its method was descriptive-survey. The statistical population of management students at Tehran University of Research Sciences was 10,000 students, of which 374 students were selected as a sample by cluster random method. The results obtained show that the use of artificial intelligence tools has a positive effect on strategic thinking (systemic thinking, creative thinking, forward-looking thinking, and critical thinking), smart learning, and academic performance. The mediating role of strategic thinking (critical thinking and forward-looking thinking) was confirmed in the relationship between the use of artificial intelligence and academic performance, as well as in the relationship between smart learning and academic performance. On the other hand, personal ethics, in addition to having a positive effect on smart learning, also has a moderating role in the relationship between smart learning and strategic thinking (systems thinking, critical thinking, and forward-looking thinking). The present study provides insights into the use of artificial intelligence tools in developing strategic thinking skills and performance for the first time, which researchers, managers, students, and organizations can benefit from.
Introduction
Strategic thinking skills are now considered as a key cognitive skill of managers in dealing with environmental uncertainties and succeeding in designing effective strategies (Goldman & Casey, 2010; Bonn, 2001). On the other hand, the field of education in recent years has focused on developing essential competencies and practical skills of students (Vázquez-Parra et al., 2024). Students who use artificial intelligence tools have a higher understanding of complex problems (Huang et al., 2022; Lee & Yeo, 2022). Artificial intelligence can improve academic performance through self-directed learning experiences, simplified operations, and targeted support mechanisms (Yu, 2023). In parallel with academic performance; smart learning, as a new approach to the education process, emphasizes active, self-directed, and deep learning using technological tools (Shahzad et al., 2024). The integration of artificial intelligence tools in educational environments plays an important role in transforming the landscape of learning and education (Seifi, E et al., 2024; Pourshahabi, 2023). On the other hand, with the widespread use of artificial intelligence applications in the field of education and research, one of the main concerns is the development of ethical frameworks and ethics-based educational strategies (Ayanwale et al., 2024). A review of previous studies shows that there is a gap in the existence of a study that empirically evaluates the effectiveness of the use of artificial intelligence tools in developing students' strategic thinking skills, taking into account ethical factors. Therefore, based on the gap in studies in the field of: 1. The effect of the use of artificial intelligence and smart learning on the development of strategic thinking skills; 2. The effect of strategic thinking on the development of performance of management students; and 3. The role of personal ethics in the use of artificial intelligence, the main objective of the present study is to determine the effect of the use of artificial intelligence tools and smart learning on strategic thinking and performance of management students with the moderating role of personal ethics.
Theoretical framework
Application of artificial intelligence tools
The use of artificial intelligence tools expresses how students use artificial intelligence-based tools for learning activities, innovation, creativity and experience improvement (Dahri et al., 2024). Improving decision-making and reducing costs are some of the beneficial results of using artificial intelligence tools for managing organizations and businesses. Information quality is also significant in problem solving and satisfaction, attracting students' trust and engaging them with artificial intelligence tools (Almulla, 2024; Dahri et al., 2024). Artificial intelligence as an emerging technology can play an important role in improving students' cognitive skills. Studies show that AI can help enhance critical thinking, problem-solving, and learning in students (Vázquez-Parra et al., 2024).
Smart Learning
Smart learning, as an educational paradigm, leverages advanced technologies such as AI and social media to enhance students’ learning experiences and improve learning outcomes (Shahzad et al., 2024). Learning involves acquiring new knowledge or skills, while thinking involves applying that knowledge to make judgments, decisions, or solve problems (Bonn, 2005).
Strategic Thinking
The focus of strategic thinking in this article is on creative thinking, forward-looking thinking, systems thinking, and critical thinking. Creative thinking is the ability to develop new and distinctive concepts by considering other perspectives, challenging standard approaches, and anticipating the potential value of an idea from the outset. This involves imagining new possibilities, seeking alternatives, and breaking free from limiting assumptions and beliefs. Forward-looking thinking is a cognitive skill that enables individuals to have a clear sense of purpose and direction. They have the ability to envision a distinct future, even in the face of uncertainty and limited information. These individuals have the ability to see the big picture, visualize the future, and chart a clear path toward a desired outcome (Geier, 2024). Systemic thinking takes a holistic approach to analyzing how the components of a system relate to each other, as well as how systems function over time (Vázquez-Parra et al., 2024). Systemic thinking is an important dimension of strategic thinking for business management and vision (Pisapia et al., 2011; Vázquez-Parra et al., 2024). Critical thinking is the ability to judge what should be done or the ability to believe along with thinking (Facione, 2000).
Academic performance
The use of AI tools, especially those that generate content, such as ChatGPT, has a positive impact on academic performance (Almulla, 2024; Dahri et al., 2024; Shahzad et al., 2024). These tools offer self-directed learning experiences, adaptive assessments, and intelligent instructional systems that cater to the individual needs of students and create a more engaging learning environment.
Personal Ethics
The role of ethically minded students in improving the use of artificial intelligence and reducing its negative consequences is very important, personal ethics can guide students towards the ethical and responsible use of artificial intelligence in education (Elbaz et al., 2024).
Research Methodology
The paradigm of the present study is positivism; the approach is quantitative; and the research strategy is descriptive-survey. Also, the research tools were library studies (extensive search in reliable databases) and questionnaires. The statistical population was 10,000 students of the management department of Tehran University of Science and Research, of which 374 were selected by cluster random sampling. The collected data were first analyzed by SPSS software (IBM SPSS Statistics for Windows, 2019). In the inferential statistics section, the hypotheses were tested in the form of a structural and measurement model using SmartPLS version 4 software (Ringle, C. M., Wende, S., and Becker, J.-M., 2024).
Research findings
The results of this study showed that the use of artificial intelligence tools has a positive effect on four dimensions of strategic thinking (systemic thinking, critical thinking, creative thinking, and forward-looking thinking). Also, the two dimensions of critical thinking and forward-looking thinking play a mediating role in the relationship between the use of artificial intelligence tools and academic performance and the relationship between smart learning and academic performance. Smart learning has a significant positive effect on the four dimensions of strategic thinking and the most effect on the dimensions of systemic thinking and critical thinking. Also, smart learning has a mediating role in the relationship between the use of artificial intelligence tools and the four dimensions of strategic thinking. Strategic thinking (except for the dimension of creative thinking) has a positive effect on the academic performance of management students. Among other results that were obtained for the first time in this study was the role of personal ethics, which has a moderating role in the relationship between intelligent learning and strategic thinking (except for the creative thinking dimension) and also has a positive effect on intelligent learning.
Conclusion
This study showed that the use of artificial intelligence tools increases the academic performance of management students, and smart learning also has a mediating role. These findings are consistent with the study of Shahzad et al., (2024) that measured the impact of artificial intelligence and social networks on students' academic performance. Artificial intelligence tools can have a significant impact on their academic performance by creating an interactive learning experience for students (Pang, 2024). Smart learning also gives students access to educational resources, interactive platforms, and a personalized feedback loop, and as a result, strengthens their self-directed learning (Samaha & Hawi, 2016). The positive impact of the use of artificial intelligence tools on strategic thinking was also confirmed. In this regard, previous research showed that artificial intelligence training at high educational levels leads to the development of critical thinking, computational skills, and problem solving (Heras et al., 2023). In this study, it was shown that smart learning has a positive effect on strategic thinking, and the role of smart learning as a mediator in the relationship between the use of artificial intelligence tools and the dimensions of strategic thinking was also confirmed. Therefore, it can be said that students who are placed in a smart learning environment and seek to use artificial intelligence tools acquire more strategic thinking skills. In this regard, previous research has shown that self-directed learning has a positive effect on computational thinking, which is the core of artificial intelligence and is useful for students to better understand artificial intelligence (Zhong et al., 2024). The effect of individual ethics on smart learning was also confirmed, which is consistent with the study of Shahzad et al., (2025) that examined the effect of justice and ethics of artificial intelligence on learning performance. The results of this study showed that information quality has a positive impact on the use of AI tools, which is consistent with previous studies (Almulla, 2024; Dahri et al., 2024), which emphasize the need for accurate, reliable, and relevant information provided by AI tools.
Based on the results of the present study, the following practical suggestions are presented:
- Special attention to the development of smart learning environments to engage students with this type of learning in order to improve student performance.
- Intelligent use of AI tools in the classroom of students, management and preparation of the hard and soft infrastructures required for the development of the use of these tools.
- Training students in obtaining correct and appropriate information and the correct and appropriate use of AI tools.
- Development of ethical frameworks for the use of AI in the educational system in parallel with the widespread use of these tools. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract This research aimed to investigate the relationship between academic enthusiasm and learning agility with academic performance and the mediating effect of innovative behaviors in a descriptive and correlational way. The statistical population of this research is the female students of the elementary school in the city of Selseleh in the academic year of 2022-2023; 247 people among whom were selected as a statistical sample, according to Morgan's table. Four questionnaires were used to collect information, including Tsai's Innovative Behavior Questionnaire (2011), Kraut and Caldwell's Learning Agility Questionnaire (2016), Friedel and Paris' Academic Enthusiasm Questionnaire (2005), and Pham and Taylor's Academic Performance Questionnaire (EPT). Spss statistical software and Lisrel software along with descriptive statistical methods including frequency table, frequency percentage, sample subjects of the research and related graphs were used to analyze the data; and Pearson's correlation coefficient and multiple regression analysis and structural equation modeling were used to analyze the research hypotheses and to compare the variable's status. The results showed that there is a significant relationship between academic enthusiasm and academic performance (r = 0.782). Based on the coefficient of determination (r²), 61.1% of the variance of academic enthusiasm and academic performance was shared. There is a significant relationship between learning agility and academic performance (r=0.754). Based on the coefficient of determination (r²), 56.8 percent of the variance of learning agility and academic performance was shared. That is, there is a significant relationship between innovative behaviors and academic performance (r=0.494). Based on the coefficient of determination (r²), 24.4 percent of the variance of innovative behaviors and academic performance was shared. Learning agility dimensions of academic performance = (60/60) + behavioral (2.38) + emotional (1.23) + cognitive (0.33), and innovative behavior dimensions of academic performance = (60.57) + mental agility (2.66) + Results Agility (0.799) + Human Agility (0.168) have the ability to predict academic performance. Also, there is no significant difference among respondents' opinions according to demographic factors in the academic enthusiasm variable, learning agility, innovative behaviors and academic performance, and there are causal relationships between academic enthusiasm, learning agility, innovative behaviors and academic performance.
Introduction
Academic performance and the factors affecting it have been the focus of education experts for years, and each year it takes a large share of research. Academic performance is all the activities and efforts that a person shows in order to acquire science and knowledge, and pass different grades and degrees in educational centers (Hanze & Berger, 2018). Many factors can affect the academic performance of students, one of which is academic enthusiasm. Academic enthusiasm refers to the amount of energy a student spends on doing their academic work, as well as the effectiveness and efficiency achieved (Strobel, Tumasjan & Sporrle, 2021).
Although all over the world today, teaching creative and innovative learning has become a mandatory part of the education program for children, and people's enthusiasm for the subject of creativity and innovation and teaching it is expanding day by day, the researches conducted in this field show that still many teachers spend most of their class time presenting materials or asking questions that only require re-assembling simple scientific facts, and only one percent of the time spent in the class is dedicated to tasks required to innovative behaviors (Padrond, 2013). Innovative behavior is a part of organizational behavior, based on a complete understanding of duties and responsibilities in the workplace, and is a result of incentives to advance actions (Gogoleva, et al, 2019). Considering the importance of academic performance and its effects on the future life of students and many factors that can influence it, this research aims to investigate the relationship between academic enthusiasm and learning agility with academic performance with the mediating role of innovative behaviors, and to answer the question: Is there a relationship between academic enthusiasm and learning agility with academic performance with the mediating role of innovative behaviors?
Theoretical framework
Academic performance
Academic performance is all the efforts and activities a person shows in order to acquire knowledge, sciences, and pass different levels of education in educational centers (Barrera, 2016).
Passion for education
The concept of academic enthusiasm has been conceptualized by theorists in different ways; each of these conceptualizations are explained below:
According to Fin (1989), academic enthusiasm consists of two behavioral components (participation) and emotional component (identification).
Innovative behavior
According to Webster's dictionary, innovation is the beginning with the introduction of something new, being creative in business-economic activities, any kind of new product or service or any kind of work process that is new and different from the past and new inventions. Briefly, the factor that can create new economic value is called innovation (Shahin and Bigi, 2020).
Learning agility
Learning agility is one of the new concepts related to people's learning, which can affect the personal development of employees at the individual level. This concept was first proposed in 2000 by Lombardo and Aichenberg (De Meuse, 2017).
Research methodology
In terms of its purpose, the current research is applicable and descriptive, of correlation type. The studied population of elementary school girls in the city of Selseleh in the academic year of 2022-2023 is 3579 people. In this study, 247 people were selected as a statistical sample using available sampling method and using Morgan's table.
Research findings
In this research, Spss statistical software and Lisrel software were used to analyze the data. In the inferential findings section, the first finding was that there is a significant relationship between academic enthusiasm and academic performance. The second finding of the research was that there is a significant relationship between learning agility and academic performance. The third finding of the research was that there is a significant relationship between innovative behaviors and academic performance. The fourth finding of the research was that the dimensions of academic enthusiasm can predict academic performance. The fifth finding of the research was that the dimensions of learning agility can predict academic performance. The sixth finding of the research was that the dimensions of innovative behaviors can predict academic performance. In order to present the model, the conceptual model showed the effect of job enthusiasm and learning agility on academic performance with the mediating role of innovative behaviors.
Conclusion
The present study was conducted with the aim of investigating the relationship between academic enthusiasm and learning agility with academic performance and the mediating effect of innovative behaviors. The findings show that the correlation coefficient between academic enthusiasm and academic performance is significant. According to the results of the research, the following suggestions are presented:
1- It is suggested to use verbal encouragements in appropriate situations and to encourage students to participate in learning, and successful feeling of students be promoted by properly recognizing and analyzing the motivation of learners for the efficiency and effectiveness of teaching and learning activities.
2- For better learning and growth of students' academic performance in educational activities, it is suggested that teachers pay more attention to controlling their behavior.
3- According to the theoretical foundations and gaps in the current research, it is suggested that variables such as the relationship with the school, academic motivation, academic burnout, etc. should also be examined and the mediating role of local culture should also be considered. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract The aim of this research is to investigate the effect of reverse education strategy and teaching skills on academic performance with regard to the mediating role of academic self-concept and creativity (case study: students of fine arts colleges in Baghdad province). The current research is applicable in terms of purpose, and descriptive-correlative in terms of its nature with path analysis approach. The statistical population consists of 275 students of fine arts colleges in Baghdad province; 165 of whom were selected by simple random sampling using Cochran's formula. Five standard questionnaires were used to collect research data: flipped learning by Bergman and Sams (2013), teaching skills by Rajabi (2015), academic self-concept by Chen and Thompson (2004), creativity by Torrance, and academic performance by Pham and Taylor (1999). The face and content validity of the questionnaire was confirmed, and the reliability of the instrument was also confirmed using Cronbach's alpha coefficient in a preliminary study; 0.78 for the reverse education questionnaire, 0.83 for teaching skill, 0.89 for academic self-concept, 0.91 for creativity, and 0.82 for academic performance. Data analysis was done using Pearson's correlation coefficient analysis, and path analysis in SPSS and Lisrel statistical software. The results showed that the effect of reverse education and teaching skills on students' academic performance was positive and significant. It was also found that the mediating role of academic self-concept and creativity in influencing reverse education and teaching skills on students' academic performance was positive and significant.
Introduction
Today, the higher education system plays an important role in a person's life and future. Measuring the level of academic performance and identifying factors affecting it is one of the issues that has attracted the attention of psychologists, because achieving positive results in the field of education (by identifying and controlling the factors influencing academic performance) leads to the all-round progress of learners and society (Chow, 2018). Studies show that the flipped classroom is effective on the academic progress of students (Alyoussef, 2022). The flipped class is a learning model that turns traditional ideas about classroom activities and assignments upside down of "reversed" so that learners are first exposed to new material, then after the class time use it to discuss about new information, exercises, and practice learning (Ng, 2023). The history of studies shows that teaching skills are effective both in the academic performance of learners and in creating motivation and satisfaction, developing their personality, and developing their creativity (Eslamkhah et al, 2021; Kaleem & Vallow, 2018). In this regard, the importance and fruitfulness of better teaching and learning methods has always been desired by educational scientists and researchers (Che Leh, 2021). Teachers' teaching skills result in meaningful learning; That is, learning happens when it is completely meaningful for the learners, and learning will be meaningful if the learners, in addition to knowing the concepts and its value, personally participate in learning and feel the need for that subject (Mashayekh, 2017). Studies show that one of the factors affecting the academic performance of students is academic self-concept (Rahim Pur, 2015). Self-concept is made from experiences and from thinking about these experiences. People pay attention to the feedback they get from everyday activities to build their self-concept. This feedback shows their characteristics and preferences (Pinxten et al, 2015). Problem solving and creativity are at the highest level of human cognitive activities and are considered among the most valuable educational goals. In fact, the main goal of all educational institutions is to create problem-solving and creativity skills in learners. It is clear that in order to achieve these goals, a heavy responsibility is placed on the shoulders of educational centers, especially Education and Training office (Ashpaz, 2020). As a result, according to the discussed topics, the main goal of the current research is to answer the question: does the strategy of reverse education and teaching skills have an effect on academic performance according to the mediating role of academic self-concept and creativity of students of fine arts colleges in Baghdad province?
Theoretical Framework
Reverse training
Reverse education is an educational model in which learners learn educational content at home and through online or offline educational videos, and the teacher solves problems and answers the learners' questions and talks with them in the classroom (Yaghubi, 2022).
Teaching skills
The teaching process is a set of measured, logical, and continuous actions that are carried out by the teacher in order to present the lesson. The abilities that the teacher acquires to implement these actions are called teaching process skills (Zakernasab, 2017).
Academic Performance
Academic performance means the ability of students to answer questions related to the specific subject or topics foreseen for an educational course (Sepehvandi, 2017).
Academic self-concept
One of the dimensions of self-concept is academic self-concept, which refers to the mental representations of a person's abilities in school and educational environments, or representations related to academic progress. In other words, academic self-concept refers to a person's self-evaluation of the special academic field and abilities (Eslami et al., 2020).
Creativity
Creativity is a set of abilities and characteristics that lead to the production of unique works, the most important of these characteristics is divergent thinking (Rodrigues et al, 2019).
Mohammadi et al, (2023) investigated the evaluation of factors affecting the development of cloud-based accounting education and students' academic performance. This research specifies the degree of acceptance of using cloud computing methods in the teaching of accounting courses and its effectiveness in the education process by the students of Iranian universities through using the influence of external variables, i.e. human factors, economic and technological factors, and cultural and social factors on the development of cloud accounting education and academic performance of students. The research results indicate that human, economic and cultural factors have a significant positive effect on the development of cloud-based accounting education and students' academic performance.
Xu et al, (2023) investigated self-evaluation and academic progress in online and hybrid learning environments. The results showed the importance of self-evaluation to improve the academic performance of students in the field of STEM. It also showed that most studies adopted several self-assessment strategies during mixed phases. This study confirmed the effectiveness of self-assessment on academic achievement in online or hybrid learning. However, the present study also identified that research on children's and adolescents' self-assessment strategies in online learning contexts is urgently needed, and most of the existing research has not focused on the preparation and planning stages of self-assessment, which are very important.
Research methodology
The current research is applicable in terms of purpose, and descriptive-correlative in terms of its nature with path analysis approach. The statistical population consists of 275 students of fine arts colleges in Baghdad province; 165 of whom were selected by simple random sampling using Cochran's formula. Five standard questionnaires were used to collect research data: flipped learning by Bergman and Sams (2013), teaching skills by Rajabi (2015), academic self-concept by Chen and Thompson (2004), creativity by Torrance, and academic performance by Pham and Taylor (1999). The face and content validity of the questionnaire was confirmed, and the reliability of the instrument was also confirmed using Cronbach's alpha coefficient in a preliminary study; 0.78 for the reverse education questionnaire, 0.83 for teaching skill, 0.89 for academic self-concept, 0.91 for creativity, and 0.82 for academic performance.
Research findings
Data analysis was done using Pearson's correlation coefficient analysis, and path analysis in SPSS and Lisrel statistical software. The results showed that the effect of reverse education and teaching skills on students' academic performance was positive and significant. It was also found that the mediating role of academic self-concept and creativity in influencing reverse education and teaching skills on students' academic performance was positive and significant.
Conclusion
The current research was conducted with the aim of the effect of reverse education strategy and teaching skills on academic performance, considering the mediating role of academic self-concept and creativity (case study: students of fine arts colleges in Baghdad province). The results of this research are in agreement with the results of Mohammadi et al, (2023), Xu et al, (2023), Dilekçi & Karatay (2023), Wang et al, (2022), Kazempour et al, (2022), Malekian & Pali (2022), Tong et al, (2022), Alyoussef (2022), Yaghubi (2022), Arabi makiabadi & Abbasiane (2021), Amiri (2021), Aziziyan Kohan et al, (2021), Lapitan et al, (2023), Ng (2023), Alqahtani et al, (2022), Forndran & Zacharias (2019), Khoshnud et al, (2021), Eslamkhah et al, (2021), Prakos et al, (2020), Gu et al, (2021), Cruz et al, (2022), and Mouri (2018). Alyoussef (2022) indicated the positive effect of adopting the flipped classroom to improve the learning of university students.
According to the results of the research, the following suggestions are provided:
In line with the obtained results, it is suggested that the principles and structure of reverse education and various teaching skills be taught to professors during meetings and educational workshops. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract The purpose of this research is to study the effect of educational simulation based on educational technology and academic goal orientation with regard to the mediating role of academic self-efficacy on academic performance. The current research is applicable in terms of purpose, and descriptive-correlative in terms of its nature, with path analysis approach. The statistical population of the research includes 575 students of geography at Babol University, 234 of whom were selected by stratified random sampling using Morgan's table. To collect the research data, four questionnaires were used: a researcher-made simulate learning based on educational technology, the standard questionnaire of Middleton and Midgley (1998), the academic self-efficacy of Morris (2001), and the academic performance of Pham and Taylor (1999). The face and content validity of the questionnaires were confirmed by the methods of judgmental and construct validity, and the reliability of the tool was approved using Cronbach's alpha coefficient in a preliminary study for the learning simulation questionnaire based on educational technology was 0.79, goal orientation 0.91, academic self-efficacy 83 0.00, and academic performance 0.90. Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software. The results showed that educational simulation based on technology and academic goal orientation and academic self-efficacy have a positive and significant effect on the academic performance of students. It was also found that the mediating role of academic self-efficacy in influencing the educational simulation based on technology and goal orientation on Academic performance is positive and meaningful. Extended abstract Introduction One of the main preoccupations of mankind throughout the ages has been to make the future generation capable of managing their own affairs and handing over cultural heritage. Most of this duty was done by the family at first. Simultaneously with the expansion of societies and the division of social and economic work, the task of education was assigned to the institution of education. This institution has officially undertaken this task to identify the abilities and talents of children and teenagers based on the principles and goals accepted by the society and to teach them the necessary teachings in order to socialize and assume future responsibilities. In the continuation of this serious responsibility, the university takes the responsibility; the students acquire a positive or negative attitude towards themselves and the surrounding environment during their studies. This issue depends in a wide extent on the students' successful or unsuccessful experiences during the education. They are placed in the path of growth in the educational environment. In fact, during the best years of their lives, they interact with various factors affecting cognitive, emotional and social development. In addition to academic growth, they also achieve mental health by performing well in education and increasing the amount of learning. On the contrary, in case of failure in academic performance and the resulting psychological pressures, their mental health will be disrupted and such damages will be inflicted on them and the society (Ebrahimpour, 2019). In the definition of academic performance, researchers state that it is a set of academic behaviors that are shown in the two dimensions of academic progress or academic regression in the field of information acquisition. Of course, this performance can also be shown in connection with other academic factors such as classroom and university activities and communication with classmates and professors (Paloș et al, 2019). According to Pham & Taylor (1999), academic performance includes components such as self-efficacy, emotional effects, planning, lack of outcome control, and motivation (Nouraldi, 2021). Self-motivated students, especially when faced with problems, show more hard work and perseverance than people who doubt their abilities. When the perception of academic efficiency in students is high, they will participate in activities that accelerate the development of their skills and abilities. (Babaei Parsheh & Mosadeghi Nik, 2022). Based on what was discussed, the main research goal is to answer the question: whether educational simulation based on educational technology and academic goal orientation with the mediating role of academic self-efficacy has an effect on the academic performance of geography students? Theoretical Framework Academic Performance Academic performance means the ability of students to answer questions related to the specific subject or topics foreseen for an educational course (Sepehvandi, 2017). Educational simulation Simulation is a version of some real devices or work situations and tries to display some behavioral aspects of a physical or abstract system by the behavior of another system (Bruschi et al, 1999). In simulation, using a simulator in a fake situation, it is possible to recreate the real effects of some possible conditions (Nouri, 2015). In fact, simulator software provides for the learner environments that are most similar to the real one, and at the same time, they are not as costly and risky as facing the real environment. This can be effectively used in education (Swain et al, 2008). Academic goal orientation Academic goal orientation is one of the approaches that have attracted the attention of theorists and researchers in the field of motivation to progress as a "cognitive-social" approach, in which the concept of goal and goal orientation play a central role (Bejnordi Shligani & Suleiman Pourimran, 2018). Academic self-efficacy Self-efficacy is confidence in one's ability to control one's thoughts, feelings, and activities; and therefore is effective on the outcome of actions. Self-efficacy expectations are effective on people's actual performance, emotions, behavior choices, and finally, the amount of effort spent on an activity (Zamani Amir, 2018). Mohammadi et al, (2023) investigated the evaluation of factors affecting the development of cloud-based accounting education and students' academic performance. This research examines the degree of acceptance of using cloud computing methods in the teaching of accounting courses and its effectiveness in the education process by the students of Iranian universities by using the influence of external variables, i.e. human factors, economic and technological factors, and cultural and social factors on the development of cloud accounting education, and determines the academic performance of students. The research results indicate that human, economic and cultural factors have a significant positive effect on the development of cloud-based accounting education and students' academic performance. Penalo (2023) investigated the effect of the pre-justified-explanatory educational strategy of virtual simulation on the self-efficacy of nursing students and the performance of virtual simulation. The results showed that the effect of pre-justified-explanatory educational strategy of virtual simulation on students' self-efficacy and virtual simulation performance is positive and significant. Research methodology The current research is applicable in terms of purpose, and descriptive-correlative in terms of its nature, with path analysis approach. The statistical population of the research includes 575 students of geography at Babol University, 234 of whom were selected by stratified random sampling using Morgan's table. To collect the research data, four questionnaires were used: a researcher-made simulate learning based on educational technology, the standard questionnaire of Middleton and Midgley (1998), the academic self-efficacy of Morris (2001), and the academic performance of Pham and Taylor (1999). The face and content validity of the questionnaires were confirmed by the methods of judgmental and construct validity, and the reliability of the tool was approved using Cronbach's alpha coefficient in a preliminary study for the learning simulation questionnaire based on educational technology was 0.79, goal orientation 0.91, academic self-efficacy 83 0.00, and academic performance 0.90. Research findings Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software. The results showed that the educational simulation based on technology and academic goal orientation and academic self-efficacy have a positive and significant effect on the academic performance of students. It was also found that the mediating role of academic self-efficacy in influencing the educational simulation based on technology and goal orientation on academic performance is positive and meaningful. Conclusion The present research was conducted with the aim of studying the effect of educational simulation based on educational technology and academic goal orientation with regard to the mediating role of academic self-efficacy on academic performance. The results of this research are in agreement with the results of Rajabiyan deh et al, (2021), Eslami Kelantari (2020), Rajabiyan deh et al, (2020), Alhadabi & Karpinski (2020), Salehzadeh (2019), Mahtari Arani et al, (2018), Penalo (2023), and Shafiq & Parveen (2023). Alhadabi & Karpinski (2020) showed that the relationship between achievement orientation goals and academic self-efficacy was reported to be positive and significant. Penalo (2023) showed that the effect of pre-justified-explanatory educational strategy of virtual simulation on students' self-efficacy and virtual simulation performance is positive and significant. According to the results of the research, it is suggested to the faculty members that in order to improve the mental skills and academic performance of the students, they should first teach the principles and concepts to the students, and then, along with the traditional methods and as a supplement of educational simulation for practical skills, use the educational simulation for practical and applicable skills.

Abstract Abstract This study aimed to investigate the factors affecting the development of cloud-based accounting education and the academic performance of students. The method of design is quantitative and the type is descriptive - survey. In order to carry out this research, a questionnaire designed by Omar Akbal Tofiq in 2022 was used to collect data. The validity of the questionnaire was confirmed by content validity using experts' opinions. The reliability of the constructs was assessed through three methods; Cronbach's alpha, composite reliability of each structure, and factor loadings of each item. The statistical population of this research is the students of accounting. For the distribution of the questionnaire according to the similarity of environmental conditions and facilities, universities of the west of Iran including Razi University of Kermanshah, Ilam, and Kurdistan were studied. 92 acceptable responses were received and analyzed from the questionnaire distributed by random sampling method. SMART PLS software has been used to analyze the data. The purpose of this study was to determine the extent of adoption of cloud computing methods in the education of accounting courses and its effectiveness in education programs by the students of universities of Iran by applying the influence of external variables, i.e., human factors, economic and technological factors, and cultural and social factors on the development of cloud accounting education and academic performance of students. The results indicate that human, economic, and cultural factors have a significant positive effect on the development of cloud-based accounting education and student's academic performance. Extended abstract Introduction Today, changes and evolution in information technology are constantly determining changes in the field of higher education worldwide. Effective integration of technology in higher education is increasing to provide qualitative education and preparation of students and teachers to face the 21st century and fully familiarity with evolving technologies (Suzianti & Paramadin, 2021; Yukefallah et al., 2021). This will reduce classroom constraints, and students have more opportunities to communicate with each other. E-learning can have an effective and significant impact on academic performance, achievement, and level of student satisfaction with traditional classroom education, which is one of the most appropriate strategies for optimal use of online (virtual) cloud computing education services. In 2020, the sudden outbreak of Covid-19 surprised people all over the world. During the Corona epidemic, 1.5 billion students in 188 countries had their schools closed. Many countries were forced to adopt online education to ensure continuity of learning when social distancing was unavoidable (McBurnie et al., 2020; Reimers & Scheicher, 2020). Hence, in this situation, virtual education is considered the main strategy for continuing the education of students and a way to prevent the spread of disease and the gap in education in universities and educational centers (Huang et al., 2020). The purpose of this study was to evaluate the factors affecting the education of cloud accounting and its reflection on the academic performance of accounting students in light of the COVID-19 pandemic. The importance of this research arises from the fact that it can identify the factors affecting the development of cloud accounting education that promotes successful usage of online learning systems during and after the COVID-19 pandemic. In addition, this research provides practical insights into the adoption and use of online learning systems in developing countries such as Iran. Theoretical Framework Since in recent years, the use of information and communication technologies has been widely used in organizations, departments, and universities and has presented a wide range of benefits for organizations, especially universities in the e-learning sector; identifying and prioritizing the factors affecting the creation and development of e-learning in universities is of great importance (Bahari & Moody, 2021). Several indices such as infrastructural factors (hardware, software), human, economic, and cultural factors are more effective in the creation, development, and application of this teaching method. Remote education is a new and successful educational method; in order to achieve its high goals, it is necessary to continue, time and improve access to computers and the internet in the whole of society, and also it is necessary that education with short-term planning strengthens the skills of teachers and students in using their programs and media that do not have problems such as unfamiliar with new software. Therefore, these skills improve students' educational performance. E-learning in comparison with traditional teaching has major advantages such as flexibility and elimination of unnecessary and costly movements to participate in training courses. E-learning is also independent of time and space variables (Sahbeigi & Nazari, 2012). The results of several studies (Devi, Ratnoo and Bajaj, 2022; Njugunna, 2021) show that the economic variables of students such as social class, place of residence, and occupation of parents affect their academic performance (Omer & Mohmood, 2018). Cultural and social factors are shared values, norms, and attitudes among people that constitute the beliefs of a society (Apsalone & Sumilo, 2015). Culture is one of the important factors that seem to influence the public acceptance of e-learning services in developing countries (Alajmi et al., 2017). According to Elizabeth brown and Hocutt (2017) cloud-based technologies and services such as Google Drive and Google Apps, which are used in the cloud-based collaborative environment, provide new opportunities for integration between shared platforms and student interaction, and students can interact with teachers and classmates (Huang et al., 2016). Research method This research is a descriptive type, and applicable in terms of purpose, and the type of data in this research for questions test is quantitative. In this research, an electronic questionnaire designed by Omar Akbal Tofiq in 2022 was used to collect data. To examine the theoretical model, a survey with two parts is used. The first part includes demographic questions about students, and the second part includes questions for measuring the structure of models. Each section of the structure is measured using a 5-point Likert scale. The statistical population of the study included all students of accounting. According to the establishment of similar conditions for access to students, understanding the research topic, and finally usable results of analysis, the information of universities of west part of the country including the Razi University of Kermanshah, Ilam, and Kurdistan, which are similar in terms of facilities and environmental conditions, were selected, and finally, after distributing the questionnaire (in person and internet) and using simple random sampling, 92 acceptable answers were collected and analyzed. Smart pls is used to analyze the data. Conclusion This study aimed to investigate the factors affecting the development of cloud-based accounting education and the academic performance of students in Iran. According to the results, human factors; economic and technological factors; and cultural and social factors have positive effects on students' educational performance and the development of cloud-based accounting education. The findings of the research showed that integration of cloud computing technology in the educational environment provides new opportunities that improve teaching and learning, and help the students' self-learning and motivate them to learn by providing flexibility, Students during the learning process will interact with each other, leading to the exchange of knowledge, increasing participation, and improving the educational results, which is consistent with the findings of Musyaffi et. al. (2022). Skill problems and teachers' lack of conformity with online education and lack of familiarity with the virtual environment and its structure, difficulty in evaluating the quality of learning of learners, teachers' resistance to enter the age of technology and change of traditional evaluation methods and finally, increasing the teachers' working hours at the beginning of covid-19 pandemic was observed; therefore, accounting professors and students acquire the necessary skills to use educational tools, devices and systems, hardware and software by passing of time and the movement of education from traditional to online education, which is, as a result, necessary to acquire the skills to use Cloud space and equipment needed for both professors and students to use online teaching, which is in agreement with the results of Atanda Balogun et. al. (2023); Wagiran et. al. (2022); and Khan Al-Badi (2022). In this regard, according to the results of the study, it is suggested that university professors have received training for the use of educational technology and virtual learning methods that can improve the quality of virtual education. This training can include applicable methods for virtual learning, how to use instructional and communication tools, and virtual class management. Also, the production and presentation of high and diverse educational resources and content can help students gain the best results in virtual education programs. The selection of educational resources is also important due to students' needs and variety of educational methods. In addition, using new technologies such as virtual reality, artificial intelligence, and gamification in virtual education programs can provide more attractive and useful methods for students.  

Abstract Extended Abstract
Abstract
The aim of this study was to investigate the relationship between teachers' professional development and academic performance with emphasis on the mediating role of link with students' school. The research method was descriptive-correlation. The statistical population of the study was teachers and high school male students in Shiraz. 250 teachers were selected based on Krejcie and Morgan table by simple random sampling method and 213 students were selected by cluster random sampling method as a statistical sample. In the present study, the Pham and Taylor (1999) Academic Performance Questionnaire, Ayubi Avaz et al. (2015) and the link with Rezaei Sharif et al. (2014) were used, the validity of which was confirmed by academic experts and their reliability also, through Cronbach's alpha coefficient test, 0.85, 0.89 and 0.79 were obtained and confirmed, respectively. In order to analyze the data, structural equation technique was applied using Lisrel statistical software and Spss26 statistical software. Quantitative findings of the research hypothesis test showed that there is a positive and significant relationship between teachers' professional development and students' academic performance linked with school. There is a positive and significant relationship between students' connection with school and their academic performance and the connection with school has played a mediating role in the relationship between teachers' professional development and students' academic performance.
Introduction
The progress of any country is inextricably linked with the development of its human resources. Although there is no precise agreement among experts on the word progress and its exact meaning, the development of a country is one of the main goals of politicians, which is not possible without the development of skilled manpower. Training of human resources is also formed in schools at first, so identifying the factors that improve students' academic performance is a priority (Sayadpour and Sayadpour, 2018) .Studies have shown that a weak link with the school is accompanied with low academic achievement, Absenteeism, dropouts, peer conflicts, and behavioral problems. On the other hand, high levels of school affiliation are associated with positive outcomes such as academic achievement, increased academic motivation, self-efficacy and high grades, and academic achievement (sheikholeslami and etal , 2018). Therefore, understanding the process of changes in connection with school, its causes and consequences can help researchers in school-based interventions. In other words, the importance of paying attention to the issue of school connection arises from the student's perception of school has important implications for their behavior in and out of school. It is worth noting, however, that the student's connection to the school is an important issue at all levels of education; this issue is very important in adolescence; so that over the past two decades, educators and school health professionals have increasingly emphasized that attachment to school is an important factor in reducing the risk of adolescents engaging in risky behaviors. Connection with school can be Defined as the level of students' satisfaction with being at school; relationship with the school as students' perception of school support that has a favorable atmosphere and a supportive culture (Waters and Cross, 2010). Considering the importance of professional development and connection with school in improving students' academic performance, recognizing the affective factors of it is one of the main necessities of our country's educational system. To this end, this study examines the question of whether there is a relationship between teachers' professional development and academic performance by emphasizing the mediating role of bonding with the school of high school male students?
Case study
In this study, all teachers and male high school students in Shiraz were engaged in employment and education; Has been examined as a case study.
Theoretical framework
Research on the relationship between professional development variables and academic performance has shown that there is a significant relationship between teachers' professional abilities and students' academic performance (Mohajeri and etal, 2012). In a qualitative study, the needs and methods of professional development of school principals were presented. These subjects included educational leadership, management and organizational leadership, ethical leadership, social participation and technology (Hayat and etal, 2015). Pourkarimi and Ramezanpour (1398) in a qualitative study showed that for the professional development of e-learning, faculty members should pay attention to the 5 main dimensions: knowledge development, skill development, ability development, attitude development and feature development (Pourkarimi and Ramezanpour, 2019). In another study, it was shown that there is a relationship between school connection and academic achievement as well as participation in extracurricular activities of students (Howard and Ziomek, 2009). In a meta-analysis, it was shown that there is a significant correlation between school connection and academic achievement and academic performance (Korpershoek and et. al, 2020).
Methodology
This research is of descriptive-correlation type. The study population includes all teachers (721 people) and male high school students in Shiraz (2726 people). To determine the sample size of the first part of the statistical population (teachers), Krejcie and Morgan table was used and 250 people were selected as a sample size, by simple random sampling. The sample size of students was done by cluster random sampling method. Based on this, three schools were randomly selected and one class was selected from each school, which includes the tenth to twelfth grade classes. A total of nine classrooms were selected with a student body of 213 students. To collect data, standard questionnaires of academic performance of Pham and Taylor (1999), professional development of Ayoubi Avaz et al. (2015) and link with Rezaei Sharif et al. (2014) are used.
Discussion and Results
After testing the measurement models, it is necessary to provide a structural model that shows the relationship between the latent variables of the research. All the research hypotheses had a good fit. Also, for investigating the mediating effect of the link with the school, the direct effect of the two structures with the indirect effect in the case of involving the variable of the link with the school should be examined in order for the mediator with the school connection to be considered acceptable when the effect incteases. In the present hypothesis, the power of the direct relationship between professional development and academic performance is (0.41). The indirect effect if there is a mediator variable of school connection is:  (0.51) = (0.78) * (0.66)
Due to the lower effect of direct path compared to indirect paths, therefore, the existence of the mediator variable of school connection increases the strength of the relationship and the mediating role of school link is confirmed in the present hypothesis.
Conclusion
The results of the first hypothesis of the research showed that there is a positive and significant relationship between teachers 'professional development and the connection with students' school. This hypothesis is explained in such a way that the professional development and increasing of the knowledge and skills of teachers is necessary for the success of efforts in the field of education improvement (Mohamadi and Hasani, 2019). Increasing teachers' ability to communicate with students can stimulate students' willingness to attend at school and prepare them to take lessons in the classroom (Kyndt and etal, 2016). These results are consistent with and supported by the findings of Jafary et al. (2017). Based on this, the first hypothesis of the research is also confirmed.
The results of the second hypothesis of the research showed that there is a positive and significant relationship between students' connection with school and their academic performance. This hypothesis is explained in such a way that the performance and applying of the education is the most important criterion in measurement of the learners in the education process.Academic performance includes a set of academic behaviors that can be seen in two dimensions of academic achievement and academic regression in the field of knowledge acquisition (Kamaei and etal, 2020).
The results of the third hypothesis of the research showed that there is a positive and significant relationship between teachers' professional development and students' academic performance. This hypothesis is explained by the fact that teachers' professional development is known as the cornerstone of all educational efforts. In order to make organized changes that ultimately lead to the increase of students' academic performance, all teachers must engage in effective, continuous, and appropriate professional development in the process of their working life as a career responsibility (Namdari and etal, 2017). Teachers cooperate and participate in the development of lesson plans, implementation and analysis of its results to improve students' learning and try to apply the necessary expertise in the optimal control of students' educational levels (Bakhtiari, 2016). These results are consistent with and supported by research findings (Mohajeri, et al., 2012; Korpershoek, et al., 2020). Accordingly, the third hypothesis of the research is confirmed.
The results of the fourth hypothesis of the research showed that the connection with the school has a mediating role in the relationship between teachers' professional development and students' academic performance. This hypothesis is explained by the fact that teachers, in order to educate and expertise for focusing on their ability development, prepare the physical environment of the classroom according to the program they want to implement and use appropriate assessment strategies for students to improve academic conditions (Erfani and etal, 2016). These results are consistent with and supported by the findings of research (Picado and etal, 2017; Hayat. And etal.2015). Based on this, the fourth hypothesis of the research is confirmed.