Introduction: Counseling professors as the main element guiding students have a key position in academic guidance, family counseling, and other matters related to students.
Method: This is a cross-sectional study, that was carried out on 150 martyrs and self-sacrificing students of general medicine of the university were examined by census method. The tool used to assess students' perspectives is a reliable and valid questionnaire. Data collection with AMOS and SPSS Ve.22 was analyzed.
Findings: According to the faculty members, educational leadership (p=0.018), university safety and order (p=0.001), vision and mission (p=0.03), Expectations for success (p=0.035), home-university relationship (p=0.001), progress monitoring (p=0.001) and learning opportunity/task time (p=0.001) have a significant effect in the academic performance of medical students.
Conclusion: The obtained results can be used in designing and implementing educational, cultural, and counseling programs to encourage and achieve academic achievement of control and self-sacrificing students. It is suggested that creating communication and virtual educational channels between counseling professors and students' families, and the more active role of counseling professors about students increase the academic achievement and improve the quality of education of these students.
 
The survey of consumer professors about determinant decline education of marter students in the Arak University of Medical Sciences
Introduction: It is important to consider the factors affecting academic failure in all students of medical sciences for the relationship they have with the health of people in society in their career field in the future. In the meantime, self-sacrificing students have a high status as precious relics of the epic makers of the holy defense. On the other hand, these students are more vulnerable in terms of education compared to other students due to their family and mental conditions. Therefore, it is important to pay attention to the role of advisor professors as the main element of guiding students in the matter of academic guidance and family counseling, due to their close relationship with students, their effective and timely intervention can prevent them from falling. Therefore, the present study was conducted to investigate the views of the advisors on the causes of the academic failure of self-sacrificing students.
Materials and methods: The present study was a cross-sectional analysis that was carried out on 150 consultant professors by census sampling method at Arak University of Medical Sciences. The data collection tool was a questionnaire made by the researcher and taken from other similar studies in this field, which went through the psychometric stages and was finally approved and used with a content validity ratio and a content validity index above 0.8. The reliability of the questionnaires was also confirmed by Cronbach's alpha method with a high rate of 0.7.
The questionnaire includes two parts of the demographic information of the consultant professors and specialized questions related to the factors affecting the academic performance of the students in the number of 41 questions and seven areas: educational leadership, safety and order of the university, vision, and mission, expectations for success, the relationship between home and university. Monitor progress and learning opportunity/task time. Questionnaire questions were designed with a 4-option Likert scale with a score range of never 1, rarely 2, sometimes 3, always 4. The information was collected from the professors and the collected data was analyzed by available and related research software, SPSS 22 and Amos 16.
Regarding ethics in the research, the participation of the research samples was voluntary and the objectives of the study were clearly explained to them, and the study was approved by the Research Ethics Committee of Arak University of Medical Sciences.
Results and discussion: The age range of the consultant professors was from 25 to 62 years, with an average age of 42 years, and in terms of gender, 50.7% were male and the rest were female. According to professors, the factors are educational leadership (p=0.018), university safety and order (p=0.001), vision and mission (p=0.03), and expectations for success (p=0.035), the relationship between home and university (p=0.001), progress monitoring (p=0.001), and learning opportunity/task time (p=0.001) had a significant impact on the academic performance of medical students. The average and standard deviation of the factor of student relationship with family was 1.98±0.44, the highest value, and the factor of university supervision over their academic process was 1.2±0.33, the lowest value. Also, the university's monitoring of students' academic progress (including the implementation of periodical evaluation tests of students, supervision of advisor professors in the field of examining students' academic status and providing timely feedback to students) has the highest correlation coefficient with the university's order (the active role of advisor professors in (r=0.28) showed the establishment of administrative and curricular discipline in teaching and learning of students and regular meetings and counseling with students.
The results of the present study showed that the factors of educational leadership, safety and order of the university, vision, and mission, expectations for success, the relationship between home and university, monitoring progress, and learning opportunity/task time have a significant effect on the academic performance of self-sacrificing medical students. In the field of educational leadership, the present study is consistent with Golestane's study (2016) regarding the effectiveness of procrastination management training on increasing self-efficacy and learning strategies to reduce procrastination and avoid failure.
In the field of university safety and order, it should be said that growth and development are the result of the educational system of that society. The issue of student's academic progress is one of the important indicators in the evaluation of schools, and all the efforts of this system are actually to cover this matter. The results of the present study are consistent with the study of Rafiei (2019) in the field of investigating the relationship between educational climate and academic vitality with the moderating role of social progress goals of nursing students of Tabriz University of Medical Sciences. The results of the present study regarding the impact of the clarity of goals and programs, the vision and mission of the university for academic staff members, and students, presenting realistic and applicable goals for students by professors and encouraging them to achieve the goals of appropriate academic performance consistent with other There are other studies. (Chengizi 2010, Rafiei 2019).
Regarding the parameter of expectations for success and its explanation by the consultant professors for students, the results of the present study are consistent with Golestane's study (Golestane 2016) and Sohrabi's study (Sohrabi et al. 2016) in the field of investigating the relationship between motivation for academic progress and time management with the academic success of undergraduate students. Paramedicine of Iran University of Medical Sciences and Mohammadi's study (Mohammadi et al. 2015) is about the relationship between metacognitive learning strategy and the source of control with students' academic progress.
The study of Shakurnia et al., in examining the educational variables and psychological characteristics of students as conditional predictors in Jundishapur University of Medical Sciences, Ahvaz, showed the relationship between factors such as family conditions, life satisfaction, and factors of the educational environment with students' academic progress (Shakurnia 2018). It is worth mentioning that this study was conducted on 76 conditional students of this university, regardless of their registration quota (regular or witness and self-sacrificing), the study group of which is different from the students of the present study.
Conclusion: The obtained results can be used in designing and implementing educational, cultural, and counseling programs to encourage and achieve academic achievement of control and self-sacrificing students. It is suggested that creating communication and virtual educational channels between counseling professors and students' families, and the more active role of counseling professors about students increase the academic achievement and improve the quality of education of these students.