Background: Investigating the factors affecting student performance in international tests such as the TIMSS and PIRLS tests has always been of interest to researchers, but could reading literacy be effective in this relationship? Aims: This study aimed to investigate the relation of reading literacy of 4th grade female students in  elementary school to their math and science performance in the TIMSS study.    Method: The research method was a descriptive-correlational design. The statistical population of the study included all  elementary school 4th grade students in the city of Khoy in the academic year 2017-2018 (1398 people). Among these students, 127 students were selected using convenience sampling method. To collecte data,  the PIRLS (2016) reading literacy test and the TIMSS (2016) math and scince performance test were used. The data were analyzed using descriptive statistics and Pearson correlation coefficient. Results: Results showed that there was a positive and significant relationship between reading literacy and math performance in the TIMSS test (p<0/001), but there was no significant relation between reading literacy and students’ science performance in the TIMSS test (p>0/05). Also, there was a positive and significant relationship between  students’ math and science performance in the TIMSS test (p<0/001). Conclusions: According to the results of this study, enhancing reading literacy in students could be effective to increase their performance in the TIMSS test. 

Background: Numerous studies have shown that mathematical gender beliefs affect girls' mathematical performance and Leads to a drop in math scores and Their interest is in mathematical utility. However, there is a research gap in the study of the effect of an empowerment education package with self- determination approach on girl students math performance and gender beliefs. Aims: The aim of this study was to evaluate the effectiveness of the empowerment education package with self- determination approach on girl students math performance and gender beliefs (with low performance in this lesson.
Method: The present study was applied in terms of purpose and in terms of data collection method, an experimental type was semi-experimental with design pre-test,post-test and follow with control group. The study population consisted of all girl students ninth grade in 6 district Tehran city during the years 2019-2020 with low performance in math. 32 people were targeted selected as a sample and randomly assigned to two experimental and control groups (16 people). The instruments of the present study were Leder and Forgasz (2002) mathematical Academic Belief Questionnaire, For the experimental group, training was held in 8 sessions of 60 minutes While the control group did not receive any intervention. Malekzadeh, Hejazi and Kiamanesh (1400) packages were used to teach empowerment with self-determination approach. Data analysis was performed by mixed analysis of variance.
Results: showed that the use of empowerment training package with self-determination approach It has been effective in improving the performance and gender beliefs of math female students with low performance in this course (P<0/01).
Conclusions: girl students who participated in empowerment education sessions based on self-determination approach had better performance and Improvement beliefs to math lesson. Therefore, it is recommended to be considered as one of the educational programs at educational institutions Including In schools with different groups and more.