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Introduction: Study of effective factors on development or academic performance is rather complex because this concept has extensive dimensions which both environmental and individual factors affect it. Two important factors in academic achievement are emotional intelligence and achievement motivation. This study was aimed to predict academic achievement of students of Islamic Azad University, Roudehen branch, based on their emotional intelligence and achievement motivation in 2013.

Methods: This cross sectional descriptive-analytical study was conducted using the stratified random sampling, which 376 male and female undergraduate studentsof Islamic Azad University, Roodehen branch, in the academic year 2012-2013 were selected. Research instruments were Hermen’s achievement motivation questionnaire and emotional intelligence test Bradbry-Graves. To analyze data, multiple regression analysis was used by using SPSS version 21.

Results: The results showed that there was a significant correlation between emotional intelligence and academic achievement in students’ achievement motivation (P<0.01). Among girls, only the relationship between academic achievement motivation variable was significant, while in boys, between both emotional intelligence and academic achievement motivation variable was positive and significant (P<0.01). The findings of multiple regression analysis showed that achievement motivation can predict significantly academic achievement of the students (P<0.001), while emotional intelligence could not predict academic achievement (P=0.423).

Conclusion: The findings of the current study indicated that academic achievement of students can be predicted based on achievement motivation. Thus, strength of achievement motivation accompanied with other effective factors in academic achievement can enhance their performance.

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Background and Objectives: Academic achievement is considered as an important task for teens under the effect of multiple personal and social factors. Identity styles and achievement motivation, as psychological structures, are of two categories of these factors .Therefore, the aim of this study was to investigate the relationship between identity styles and achievement motivation among high school students in the city of Sari.
 Materials and Methods: The current study was methodologically descriptive-correlational. The population of the study included all students of the high schools. The method of sampling was stratified random sampling, which 379 participants were selected based on Krejcie and Morgans. Berzonsky's identity style and Hermen's achievement motivation questionnaires were used to collect data. The data were analyzed by Pearson correlation coefficient and independent t-test, one way ANOVA and regression and analysis, performed by SPSS-19 software.
Results: The results indicated that a significant positive relationship existed between the information style (R= -.627 P=0.0001) and normative style (R= - 0.598 P=0.0001), and commitment scale (R= 0.564 P=0.0001) and the students' achievement motivation. But there was a significant negative relationship between the avoidance style (R= - 0.337 P=0.0001) and achievement motivation of the high school students.
Conclusions: There was a significant positive relationship between the styles of identity and achievement motivation of the students. Also, the information style had the greatest relationship with the students' achievement motivation. Thus, it seems that, in order to reach educational progress, it is essential to pay attention to identity styles