Journal of Education and Health Promotion

Abstract BACKGROUND: Internet is one of the most advanced modern communication technologies. Despite
the positive uses of internet, the existence of extreme behaviors and its harmful consequences has
attracted the attention of all. The aim of this study was to determine the relationship between internet
addiction with anxiety and educational performance.
MATERIALS AND METHODS: This research is a descriptive correlative study. The statistical
population of the study includes a total number of 4401 female students in the high school in the city
of Ilam‑Iran in the academic year of 2017–2018. The sample size includes353 students estimated
using Cochran’s formula. They were selected by random cluster sampling. For data collection, the
Young’s Internet Dependency Questionnaire, Academic Performance Inventory, and Marc et al.,
anxiety Scale were used. Data were analyzed at the significant level of α = 0.05.
RESULTS: The results showed a positive and significant correlation between internet dependency
and students’ anxiety (P < 0.01). There is also a negative and significant correlation between internet
dependency and academic performance of students (P < 0.01), and also a negative and significant
correlation between anxiety and educational performance of students (P < 0.01).
CONCLUSION: On the one hand, the results indicate a high prevalence of internet dependency and
its significant relationship with anxiety and academic performance in students, and on the other hand,
the negative effect of internet dependency on the students’ educational performance. Therefore, it is
necessary to design some intervention programs to prevent harm to students who are increasingly
interacting with internet. In addition, raising the level of the students’ awareness on the complications
of internet addiction and the proper use of the internet seems to be necessary.

Abstract INTRODUCTION: Self‑regulation and educational performance are among the most important topics
to be discussed in schools and universities. The present study aimed to the relationship between
self‑regulation and educational performance among daughter students of police officers in Birjand
City, Iran (public and Payame Noor) in 2017.
MATERIALS AND METHODS: This research is a correlational cross‑sectional study. In total,
200 female students were selected using random sampling method. The Ryan and Connell’s
Self‑Regulation Questionnaire and Durtaj’s educational performance scale were used to collect data.
The data were analyzed using the Pearson correlation coefficient.
RESULTS: The results showed that there is a significant correlation between self‑regulation and
educational performance among students of Payame Noor University, whereas it is not significant
for public university students.
CONCLUSION: We can provide students with effective and useful tips to improve their academic
achievement and performance by teaching them self‑regulation skills. Therefore, the cornerstone
of educational achievement in students should be in that way to achieve the desired educational
performance and also increase their self‑regulation.

Abstract Background: The issue of students’ academic failure is one of the most important educational,
economic, and social issues. Cognizance of the factors related to academic downfall is so efficient
in its prevention and control and leads to protecting governmental assets and labor force. In
order to achieve this goal, this study intends to determine the predictive factors of the students’
academic performance in Isfahan University of Medical Sciences in terms of their personality profile,
mental health, and their demographic characteristics. Materials and Methods: This study was a
descriptive‑correlation study on 771 students who entered Isfahan University of Medical Sciences
between 2005 and 2007. The information was gathered through using the students’ educational and
clinical files (for measuring personality characteristics and mental health) and SAMA Software (To
get the mean scores). Minnesota Multiphasic Personality Inventory short form and General Health
Questionnaire were used for collecting clinical data. The data were analyzed using SPSS 15(stepwise
regression coefficient, variance analysis, Student’s t‑test, and Spearman correlation coefficient).
Result: The results showed that the aforementioned students obtained a normal average for their
personality profile and mental health indicators. Of all the reviewed variables, education, age, gender,
depression, and hypochondria were the predictive factors of the students’ educational performance.
Conclusion: It could be concluded that some of the personality features, mental health indicators,
and personality profile play such a significant role in the students’ educational life that the disorder
in any of them affects the students’ educational performance and academic failure.