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Introduction: The aim of this research is to study the mediating rule of cognitive flexibility in the relationship of academic optimism and academic vitality.
Methods: For this purpose the descriptive correlation method has been used. The research population includes 4834 female second-grade secondary high school students of Zanjan in the academic year of 2018 and using the relative multi-stage cluster method, sample size was determined to be 400. In order to collect data, Dehghanizadeh and Husainichary’s academic vitality questionnaire (2012), Tschannen-Moran’s academic optimism questionnaire (2013) and Dennis and Vander wal’s cognitive flexibility questionnaire (2010) were used. Data analysis and structural equation analysis were performed using Pearson correlation, and Lisrel and SPSS 18 softwares, respectively.
Results: The research findings indicate that the model is fitted and the research hypotheses, except for one case, are confirmed. The suggested model shows that academic optimism has an indirect (by mediation of cognitive flexibility) positive and meaningful relationship with academic vitality (p<0.01). Correlation analysis showed that there is a positive and meaningful relationship between academic optimism and academic vitality (p<0.05), while according to the model, such a result was not observed. The model also showed that there is a meaningful and positive relationship between academic optimism and cognitive flexibility, as well as between cognitive flexibility and academic vitality (p<0.05).
Conclusion: The findings highlight the role of academic optimism on cognitive flexibility, for arriving to academic vitality. The findings of the study were discussed regarding to theoretical and empirical evidence and suggestions have been made for this purpose.

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Introduction: The purpose of the present study was to develop a causal model of academic satisfaction based on academic self-confidence and academic optimism mediated by cognitive strategies among male students.
Methods: The research method was correlational descriptive type. The statistical population included male high school students in Hamedan in the academic year 2019-2020. The sample size consisted of 338 persons which were selected randomly through two-stage cluster sampling method. The research tools included Lent et al satisfaction questionnaire, Azadichr('39')s academic self-confidence, Tschannen‐Moran et al Academic Optimism Scale, and Karamichr('39')s meta-cognitive strategies. Data were, then analyzed by means of structural equation modeling approach.
Results: The findings obtained from statistical analysis showed that there was a significant causal relationship between academic self-confidence and academic optimism with metacognitive strategies and academic satisfaction. It was also found that the causal relationship between metacognitive strategies and academic satisfaction was significant.
Conclusion:
Finally, the results emphasized the mediating role of metacognitive strategies in establishing the relationship between these variables. Based on the findings, it is suggested to use metacognitive strategies, academic self-confidence and academic optimism to increase studentschr('39') academic satisfaction.

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Introduction: Promoting and improving the health of learners is one of the most important aspects of human resource development and improvement, and in recent decades, educational organizations have attracted the attention of physically and mentally healthy people in educational institutions. The aim of this study was to design a structural model of health-oriented academic lifestyle behaviors based on school atmosphere with the mediating role of academic optimism in students.
Methods: The research method was descriptive-correlational and structural equation modeling. The statistical population included all elementary students (second year) of Boroujerd city in the academic year 2020-21 in the number of 16000 which were randomly selected as a sample of 450 people. Research data were collected using questionnaires of facilitators of health-oriented academic lifestyle behaviors Salehzadeh et al., School atmosphere Lee et al & academic optimism Tschannen-Moran  & et al . The data were analyzed using structural equation method.
Results: The results of structural equation modeling showed that school climate has a significant direct effect on behaviors that facilitate studentschr('39') health-oriented academic lifestyle (b=0/30, p<0/01). Academic optimism also has an indirect effect on health-oriented academic lifestyle behaviors (p Cuncloution: considering the variables of school climate and academic optimism, we can expect an increase in behaviors that facilitate the health-oriented academic lifestyle of students.