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The present study investigated the effect of university students' demotivational status, language learning strategies and learning style preferences on their underachievement in English language learning. To begin, 260 Iranian undergraduate students were selected through the multi-stage cluster sampling method. They were put into two successful and unsuccessful groups using the median of their General English scores. Then, they answered the questionnaires of language learning strategies, styles and demotivation. On the next stage, the data gathered was analyzed via several statistical analyses. The results revealed that the reliability and validity of all three questionnaires calculated using exploratory and confirmatory factor analyses and Cronbach alpha coefficients were satisfactory. Moreover, the results of the logistic regression analysis confirmed that there is a difference between the successful and unsuccessful groups in English language learning regarding their motivational status and learning strategies. However, their learning style preferences were not significant predictors of their achievement in EFL classroom. It was also found that from among all subscales of demotivation and learning styles and strategies, only the Lack of Perceived Individual Competence, the Lack of Intrinsic Motivation, the Inappropriate Characteristics of Teachers' Teaching Methods and Course Contents and the Metacognitive strategies predicted university students' group membership significantly.

The aim of the present study was to examine the causal relationships between psychological and social factors, being independent variables and body image dissatisfaction plus symptoms of eating disorders as dependent variables through the mediation of social comparison and thin-ideal internalization. To conduct the study, 477 high-school students from Tehran were recruited by method of cluster sampling. Next, they filled out Rosenberg Self-esteem Scale (RSES), Physical Appearance Comparison Scale (PACS), Self-Concept Clarity Scale (SCCS), Appearance Perfectionism Scale (APS), Eating Disorder Inventory (EDI), Multidimensional Body Self Relations Questionnaire (MBSRQ) and Sociocultural Attitudes towards Appearance Questionnaire (SATAQ-4). In the end, collected data were analyzed using structural equation modeling. Findings showed that the assumed model perfectly fitted the data after modification and as a result, all the path-coefficients of latent variables (except for the path between self-esteem and thin-ideal internalization) were statistically significant (p>0.05). Also, in this model, 75% of scores' distribution of body dissatisfaction was explained through psychological variables, socio-cultural variables, social comparison and internalization of the thin ideal.The results of the present study provid experimental basis for the confirmation of proposed causal model. The combination of psychological, social and cultural variables could efficiently predict body image dissatisfaction of young girls in Iran.

The present study investigates academic stress in two different cultures, the Iranian as a collectivist culture, and the Swedish as an individualist culture. A total of 616 university students (312 Iranian and 304 Swedish) participated in the study. The results show that Swedish students experience more academic stress than Iranian students. Academic stress was found to be related to difficulties in and outside class, and managing work, family and leisure activities. There was no cultural difference in terms of interacting with the university administration, teachers and friends. There was a gender difference, with females experiencing more academic stress than males, an effect that was more pronounced in Sweden than in Iran. Subset analyses (92 Swedes and 100 Iranians) revealed a tendency of Iranian students to balance positive and negative emotions in comparison to students from Sweden. Partial correlations showed that negative affect was the sole affect to significantly correlate with academic stress in Sweden. Negative and positive affect correlated in unison with academic stress in Iran. These results are discussed on an individualist-collectivist dimension. Cultural differences between the educational systems in the two countries may also explain the differing emotion/affect-health relationships.

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