افسانه مرزیه

The current study aimed to explore the effectiveness of the Flipped Teaching in enhancing female students' school bonding and academic emotions. Employing a quasi-experimental design, this study utilized a pre-test and post-test framework with control group. The research encompassed all seventh-grade female students from Mianshahr (Fars province, Iran) for the 2023-2024 academic year. Participants were randomly assigned into two groups: an experimental group (15 students) and a control group (15 students), selected via convenience sampling. Throughout 12 sessions, each lasting 60 minutes, the experimental group engaged with the Flipped Classroom methodology, while the control group did not receive any such intervention. Data collection instruments included the School Bonding Questionnaire (SBQ) and the Achievement Emotions Questionnaire (AEQ). Analytical procedures involved Multivariate Analysis of Covariance. Results indicated that the Flipped Classroom approach significantly enhanced school bonding (P<0.01) and positively influenced the academic emotions of the female students, fostering increased positive emotions and reducing negative ones (P<0.01). The findings suggest that the Flipped Classroom method is an effective educational strategy for strengthening students' connection to their school environment and enhancing their academic emotions.

This research was conducted with the aim of determining the role of perceived teacher expectations in predicting cognitive engagement and academic self-efficacy of students with learning disabilities.

The descriptive research method was correlation. The statistical population of this research includes all students with learning disabilities in the fourth, fifth and sixth grades of Birjand city in the year 1402-1401, 140 of whom were randomly selected according to Morgan's table. The research tool was the teacher's perceived expectations questionnaire (Bulach, 2002), cognitive engagement (Zarang 2011) and academic self-efficacy (Midgley et al., 2000). Pearson's correlation coefficient and multiple regression were used to analyze the statistical data.

The results of the research showed that there was a significant relationship between the perceived teacher's expectations and the cognitive involvement of students with learning disabilities (P<0/01). Also, there was a significant relationship between perceived teacher expectations and academic self-efficacy of students with learning disabilities (P<0/01). The dimensions of perceived teacher's expectations could predict 69% of the changes in cognitive engagement of students with learning disabilities (P<0/01). Dimensions of perceived teacher's expectations also predicted 78% of the changes in academic self-efficacy of students with learning disabilities (P<0/01).

It can be concluded that cognitive engagement and academic self-efficacy are related and effective variables related to students' connection with school.

This research was conducted with the aim of determining the effect of teaching selfdetermination skills on students' academic emotions, academic self-concept and responsibility. The method of semi-experimental research was pre-test-post-test with a control group. The statistical population of this research included all 11th grade female students of middle school in the academic year of 2022-2023 in number of 30 people who were selected by purposive sampling method and then they were equally divided into two experimental and control groups. Self-determination training based on the theory of Desi and Ryan (2000) was conducted on the students of the experimental group during 10 sessions of 60 minutes, two sessions per week. The research tools were academic emotions questionnaire (Pekran et al., 2002), academic self-concept (Yesenchen, 2004), students' responsibility (Lewis, 2001) and self-determination educational package (Desi and Ryan, 2000). The findings showed that teaching self-determination skills had a positive and significant effect on students' academic emotions and was able to increase the amount of positive academic emotions and reduce negative academic emotions. Also, teaching selfdetermination skills had a positive and significant effect on students' academic selfconcept (and its components) and was able to improve the level of students' academic self-concept. The results also indicated that teaching self-determination skills on responsibility (and its components) in students was effective and increased the level of responsibility in students. According to the results, it can be concluded that by teaching students self-determination skills, responsibility and academic selfconcept can be improved and positive academic emotions can be increased and negative emotions can be reduced

The present study aimed to examine the effectiveness of teaching self-regulation learning strategies on students’ cognitive flexibility and reflective thinking.

The research method was a semi-experimental pre-test-post-test type with a control group. The statistical population included all male students in the second year of secondary school in Zabol city during 2021-2022, 50 of whom were selected through purposive sampling method and then divided equally into two groups of 25, the experimental group and the control group that the teaching of self-regulation learning strategies was carried out on the experimental group during 10 meetings of 90 minutes. The research tools were a reflective thinking questionnaire (Kamber and Leung, 2000), cognitive flexibility questionnaire (Dennis and Vander Wal, 2010), and self-regulation learning strategies training package (Karami et al., 2013). The collected data were analyzed through SPSS software version 26 and univariate and multivariate covariance analysis.

The results showed that there was a significant difference between the post-test scores of the experimental and control group. This means that teaching self-regulatory learning strategies increased the cognitive flexibility and reflective thinking of experimental group (P<0.01).                            

The teaching of self-regulation learning strategies is effective on students' cognitive flexibility and reflective thinking, and improves the cognitive flexibility and reflective thinking of students.

The present study aimed to investigate the structural model of the relationship between teaching for successful intelligence and academic identity through the mediating role of basic psychological needs in students. The research method was correlation and the statistical population included the academic staff members of Farhangian University of Zahedan and all male and female students working at Farhangian University in 2022. Participants were 129 people who were selected by stratified random sampling. In order to collect data, Academic identity status measure (Was & Isaacson, 2008), Basic Psychological Need Satisfaction Scales (BPNSS) and Teaching for Successful Intelligence Questionnaire (Paloú & MaricuĠoiu, 2013) were used. The results indicated that the teaching for successful intelligence had a direct and significant effect on the basic psychological needs and academic identity in students. Also, basic psychological needs had a direct and significant effect on students' academic identity. According to the findings, the teaching for successful intelligence had an indirect and significant effect on students' academic identity through the basic psychological needs in students as well. The findings support the role of teaching methods based on cognitive factors on the personality and psychological outcomes in students.

This research was conducted with the aim of determining the relationship between the perception of the classroom structure and students\' academic performance through the mediating role of self-efficacy. The statistical population of this research included the students of the Faculty of Psychology and Educational Sciences of the University of Sistan and Baluchistan in the second semester of 1400-1401, whose number was equal to 900 people (540 girls and 360 boys). The sample size was estimated to be 269 people based on the Kargesi Morgan table, of which 162 female students and 107 male students were selected by stratified random sampling. The research tool was the questionnaire of perceived classroom structure (Mighli et al., 1988), academic performance (Dartaj, 2013) and self-efficacy (Sharer et al., 1982). The results showed that there was a direct and significant relationship between the perception of the classroom structure and the students\' academic performance. Also, a direct and significant relationship was observed between the perception of the classroom structure and students\' self-efficacy, and there was an indirect and significant relationship between the perception of the classroom structure and students\' academic performance through the mediating role of self-efficacy.

The present study was conducted with the aim of determining the role of perceived teaching style dimensions in predicting psychological empowerment and connection with the school of students of the first secondary level of Hirmand city. In this descriptive-correlational study, 206 boys and 143 girls were selected using the stratified random sampling method. In order to collect data, questionnaires of teaching style (Blument et al., 1988), psychological empowerment (Spritzer, 1998) and connection with school (Rezaee Sharif et al., 2013) were used. Data were analyzed using descriptive statistics and regression analysis. SPSS version 24 software was used for data analysis. The data analysis showed that the three dimensions of teaching style predicted 41% of the changes in students' connection with the school. In addition, only two dimensions of structure and autonomy support were identified as predictors of empowerment. In total, these two dimensions of teaching style were able to identify 34.8 percent of the empowerment component among the sampled students. In this study, the strongest predictor for the component of connection with the school and empowerment was the structure dimension of teaching style.

The present study aimed to investigate the mediating role of self-management strategies in the relationship between identity style and teachers' educational optimism. This research is applied and correlational. The statistical population of this research was all male and female primary school teachers in Zahedan city in 2020. The participants were 334 people (67 men and 267 women) who were selected by stratified random sampling. Data were collected using Berzonsky's Identity Style Questionnaire (ISI-6G), Teacher sense of academic optimism scale and Self-management strategies scale (short form). The findings indicated there was a significant relationship between informational identity style and academic optimism (r=0.20) and between normative identity style and academic optimism (r=0.30). Also, there was a positive and significant relationship between self-management strategies and teachers' academic optimism (r=0.123). In addition, path analysis revealed that the effect of normative identity style on academic optimism was positive and significant (β=0.29). Also, the effect of informational identity style on self-management strategies was positive and significant (β=0.32). Furthermore, the effect of avoidant identity style on self-management strategies was negative and significant (β = 0.27). The effect of self-management strategies on teachers' academic optimism was also positive and significant (β=0.12). Therefore, it can be concluded that identity styles affects teachers' academic optimism directly and through self-management strategies as well.

The purpose of the present study was to determine the objective structure relationship of classroom with academic engagement and social adjustment with an emphasis on the mediating role of social progress goals. The research method is descriptive-correlational. The statistical population of the study included all students in Birjand in the academic year of 1397-98. The sample size according to Morgan table is 318 persons and sampling method of this study is random stratified. Four tools were used for data collection. Classroom Perceived Structure Questionnaire of Midley et al. (1988), Academic Engagement Questionnaire of Rio (2013), Social Adaptation Questionnaire of Sinha & Singh (1993), Social Development Goals Questionnaire of Ryan and Hopkins (2003). For surveying and analyzing data from descriptive statistics and inferential statistics were used and in deductive statistics from structural equation modeling (SEM) with approach of minimum fiddling (PLS) is provided by Smart PLS 3 software. The findings of the study indicate that the objective structure has a significant effect on academic engagement and social adjustment. And also, the objective structure has an indirect effect on academic engagement and social adjustment through social development goals.

The present research was conducted with the aim of investigating the relationship between goal orientation and students' responsibility through the mediation of perfectionism. The research method was descriptive-correlation. The statistical population of this research was all 3,903 boy students in the first grade of the second level of high school in Zahedan in the academic year of 2018-2019. Through multi-stage cluster random sampling method 351 students were selected and were studied through three questionnaires of Achievement Goal Questionnaire-Revised version (AGQ-R) (Elliot and Murayama, 2008), Positive and Negative Perfectionism (Terry Short et al., 1995) and the California Psychological Inventory Responsibility (CPI-RE) scale. The research results showed that the goals of tendency dominance and tendency performance have a positive and significant relationship with responsibility at 99% confidence level (P <0.01). Also, no significant relationship was found between avoidance dominance goals and avoidance performance with responsibility. The results of path analysis indicate that the goals of tendency dominance and tendency performance indirectly and with the mediation of positive perfectionism can have relationship with responsibility. The results also show that negative perfectionism plays a reverse mediating role in the relationship between avoidance dominance goals and avoidance performance with responsibility. Therefore, it can be concluded that the goals of tendency development impact on positive perfectionism, which this issue in turn will lead to students' responsibility.

The aim of this study was to determine the mediating role of IQ beliefs in the relationship between leadership style of managers and individual social adjustment of Iranshahr students. The present research design is of an applied type. The research method in this research is descriptive-correlational. The statistical population includes primary school students in Iranshahr, whose number is 28661 and the sample size will be selected using Morgan table 378 people. The sampling method in this study is stratified random. A standard questionnaire was used to collect data, which had content validity and its reliability was confirmed by Cronbach's alpha coefficient. The collected data were analyzed using Spss and PLS software. The results show that there is a significant statistic between the variables of leadership style of managers and individual-social adjustment of students (4.657) and the path coefficient between these two variables is equal to (0.369), also a significant statistic Between the variable of managers 'leadership style and IQ is equal to (20.339) and the path coefficient between these two variables is equal (0.725) and shows the positive effect of the variable of managers' leadership style on IQ. Significant statistics between the variables of intelligence beliefs and individual-social adjustment of students is equal (3.242) and the path coefficient between these two variables is equal (0.263) and the study of indirect coefficients shows that the leadership style of managers on adaptation Students' socio-individuality is affected by the mediating role of intelligence beliefs. Based on this, all research hypotheses are confirmed.

The present study aimed to investigate the training effect of study and learning skills on of students' reduction of Negative Achievement Emotions and Academic Self- Handicapping.

The method of this study was quasi-experimental with pre-test, post-test design with control group. The statistical population of this study included all high school girl students (9573 students) in Zahedan city in the academic year of 2019-2020, sixty students selected in pre-test phase who had high Negative Achievement Emotions and Academic Self- Handicapping with multi-stage cluster sampling. Data collected by Pekrun Achievement Emotions Questionnaire (2005) and Schwinger & Stiensmeier-Pelster Academic Self- Handicapping Scale (2011).The samples randomized two groups of 30 persons (1 experimental group and 1 control group). These questionnaires were completed by all of them in the two groups in the pre-test and post-test stages. Then the experimental group was trained to eight sessions for 90 minutes about study and learning skills. While during this period, the control group did not receive any training. Data were analyzed by inferential statistics test, covariance (ANCOVA).

The results showed that the difference between the mean of the experimental group was significantly higher than control group. Based on results, the effect size of training study and learning skills on students' Negative Achievement Emotions and Academic Self- Handicapping decreased by 19.7%, 20% and were significant (p <0.01).

Results showed to reduce the negative Achievement Emotions and Academic Self- Handicapping of students, training of study and learning skills is useful and effective.

The purpose of this research is survey relationship between teacher teaching style and student academic motivation and involvement High school boys and girls of Hirmand in 93-94. The study used a descriptive and correlational research method. The population of this research are High school boys and girls of Hirmand, number of 2310 people. The sample size of the study using a sample of Morgan, is 325 and sampling is stratified random survey. In this study, to collect data, a questionnaire (questionnaire teacher as social context (TASC), academic motivation questionnaire (AMS) and spontaneous strategies for learning questionnaire (Paintball Rich and Degrod, 1991) was used . to analyze the data, descriptive and inferential statistical methods were used.The dimensions of the conflict, autonomy and teaching style structure there is a significant positive relationship with students' motivation. The dimensions of the conflict, autonomy and the teaching style teaching style conflict involving school children, there is a significant positive relationship. Academic motivation is different between boys and girls and female students higher motivation. Academic engagement between boys and girls is different and students, boys and girls have the same degree of involvement. Academic motivation and academic engagement of students in different grade are not the same and students dealing with a relatively high degree of motivation and involvement.

One of the basic variables affecting organizational behavior is job performance. This study was conducted to determine the relationship of professional ethics with social competence and job performance. Research method of the current study was descriptive-correlational and using a stratified random sampling method, among all staff of Zahedan Technical and Vocational Training Organization in 2016, a corpus of 123 people was studied by applying three questionnaires on professional ethics (Gregory, 1990), social competence (Fellner, 1990), and job performance (Paterson, 1970). To analyze the data, a Pearson correlation coefficient and a multiple regression analysis were used via SPSS21. Results showed that professional ethics and its components, including attachment to and interest in work, perseverance and seriousness in work, healthy human relationships at work, and collective spirit and participation in work, were significantly and directly related to social competence (POrganizations are social institutions which, like other types of institutions, include people whose main job is to handle the responsibility of administering these institutions. Job performance is one of the components affecting an organization which has played an important role in studies conducted on various organizations and has been the main focus of such studies (Andam, Montazeri, & Abavisani, 2015). Job performance, as an expected overall value of an organization, is regarded as an indicator for determining levels of efficiency and productivity in the organization. There are different viewpoints on job performance. Job performance refers to a degree to which staff carry out jobs assigned to them in a given working condition and, as general values expected by an organization, it is defined based on distinct pieces of behaviors which are done by a person over a given period of time (Motowidlo, 2003, as cited in Hassani, 2015).
Studies have indicated that people’s job performance is influenced by motivations, abilities, characteristics, clarity of roles, and having an opportunity of doing activities and the ability of human resources itself is dependent on occupational knowledge and skills needed to perform occupational tasks and activities (Robbins, 1997).
Another component that can affect individual and organizational effectiveness is social competence. Social competence is a complex variable linked to an individual's ability to manage emotions and is a combination of motivational drives, cognitive abilities, social competence, and behavioral skills (Cunningham, 2009, as cited in Shariatmadar & Pourgravand, 2014).
Green and Rechis (2006) argued that to strengthen social competence, levels of cooperation, responsiveness and effectiveness, acceptance of social responsibilities, behaving in a friendly way, and other positive interaction practices should be improved among students. Cheung and Lee (2010) laid an emphasis on school teaching practices, interpersonal interactions, and interactions with a teacher as sources supporting or complementing parental behaviors; since they create opportunities for learning and practicing social competence.
Among the most important issues that have caused many problems for organizations around the world, problems caused by corruption and misconduct can be mentioned (Arshadi & Piriaei, 2014). While in the Western world and in the field of organization and management, there is a branch known as professional ethics, in our organizational and managerial society, little attention has been paid to professional ethics (Jafariani & Yazarlou, 2015). Several definitions have been proposed for professional ethics. As an example, professional ethics refers to ethical issues and questions, considers ethical principles and values ​ in a professional system, and administers professional ethics in a professional environment (Maarefi, Ashk Torab, Abaszadeh, Alavi Majd, & Eslami Akbar, 2014).
Professional ethics is one of the new branches of ethics that seeks to answer various ethical issues and attempts to consider certain principles for them (Mortazavi, Irannejad Parizi, & Jafari, 2014). Failure to adhere to some ethical standards has raised many concerns in governmental and non-governmental sectors (Ahmadi, Safari Kahreh, Mirmahdi, & Esmaili Kakhaki, 2013). In our society, despite many positive elements in our national and religious culture according to which a great value is given to work, a number of values dominate the general structure of the society ​​that undermines work ethics as well as work conscience (Ghajari & Heidari, 2015).
One of the most important educational organizations which can play a key role in training human resources needed by communities and have been considered by different countries all over the world due to the ever-increasing changes taken place in the field of knowledge and technology is the technical and vocational training organization. According to the mentioned issues and due to the fact that, as far as the authors checked, no similar studies have been conducted to examine the issue, the main objective of carrying out this study was to determine the relationship of professional ethics with social competence and job performance among staff of Zahedan Technical and Vocational Training Organization.
Case Study :The current study had a statistical population including all staff of Zahedan Technical and Vocational Training Organization in 2016 who were 181 people. Based on the Cochran’s sampling formula, 123 people, 54 women (43.9%) and 69 men (56.1%), were selected based on their gender using the stratified random sampling method.
The research method of the present study was descriptive-correlational. Measurement tools used in the current study were questionnaires. To measure professional ethics, social competence, and job performance among the staff, questionnaires on professional ethics (Gregory, 1990), social competence (Fellner, 1990), and job performance (Paterson, 1970) were respectively used. The validity and reliability of all these three questionnaires were also examined.
The first finding obtained from this study showed that the statuses of professional ethics, social competence, and job performance among the staff were higher than the average. This finding is consistent with results of a number of previously carried out studies (Shahinmehr & Hasani, 2015; Soleimani, Abbaszadeh, & Azizi, 2012).
The second finding of this study indicated that professional ethics and its components (attachment to and interest in work, perseverance and seriousness in work, healthy human relationships at work, and collective spirit and participation in work) were significantly and directly related to the staff’s social competence. The results of the regression analysis demonstrated that professional ethics could determine 39.3% of the variances in social competence.
The results obtained from examining the relationship of professional ethics and its components with job performance among the staff of Zahedan Technical and Vocational Training Organization demonstrated that professional ethics and its components were significantly and directly related to job performance. Based on the regression model, professional ethics could determine 38.1% of the variances in job performance.
In the present era, when analyzing behaviors of various organizations, addressing ethics and paying attention to ethical values are among the requirements. Ethical behaviors constitute the external symbols of organizations which themselves are the sum of a variety of ethical values in which organizations emerged and evolved. In the current situation, failure to adhere to some ethical standards has raised many concerns in governmental and non-governmental sectors.
Therefore, considering the findings of this study regarding the positive and significant relationships of the components of professional ethics with social competence and job performance, managers of different organizations are highly recommended to hold various workshops to train the components of professional ethics, including perseverance and seriousness in work and attachment to and interest in work, and methods of observing the principles of human relations in work to their staff to provide the grounds for promoting their social competence and improve their job performance.

The aim of the current study was to investigate the realationship between flow and motivational forces. Data were collected from 186 students in third grade high school of janah high school, were chosen through stratifield random sampling. The following Scale and questionnaires were used: Flow State Scale, Expectancy-value questionnaire, Basic psychological Needs Scale, and Future Time Perspective Scale. To investigate the research questions, Pearson’s correlation coefficient and stepwise regression were used. The result showed the self determination and Expecctancy-value had a positive significant relation with flow experience, but there was no significant relation between flow and future time perspective. The results obtained from stepwise regression analysis showed that in the first step, component clear goals, in the second step, clear goals and concentration on task, and in the third step, three components clear goals, concentration and unambiguous feedback have role in predicting self determination. Also omponent sense of control predicted, 13% of the variance of the Expecctancy-value and Component loss of self-consciousness predicted 4% of the variance of the future time perspective.

This study sought to examine the role of perceived social support and feelings of social-emotional loneliness in addiction relapse.
This research was a descriptive study and its statistical population included all self-referred male addicts to drug rehab centers in Zahedan who had at least the history of drug withdrawal for once. Through convenience sampling method, 200 individuals were selected and were studied using two questionnaires, including Ziment, Dahlem, Zimet, and Farley Multidimensional Scale of Perceived Social Support (1988) and Russell Feelings of Loneliness Scale (1993). To analyze the obtained data, T test and correlation coefficient were run in SPSS21.
Mean values of social support and feelings of loneliness were equal to 2.6±0.868 and 3.72±0.801, respectively. In addition, 54.5% of the addicts considered lack of social support effective in addiction relapse and 76.5% of them regarded feelings of loneliness effective in addiction relapse (P Lack of social support and feelings of social and emotional loneliness play a key role in addiction relapse.

The purpose of present study was to determine the predictive role of achievement goals and intelligence beliefs associated with assertiveness of second grade girl high school students in the second district of Zahedan.
The research method of this study was correlation- descriptive design. 306 students were selected as sample for this study by Stratified random sampling. Three questionnaires of Assertiveness (Gambrill & Richey, 1975), achievement goals (Midgley, 1998), and intelligence beliefs (Babaie, 1998) were used to collect the information, that their reliability through Cronbach’s Alpha were reported, 0. 80, 0. 93 and 0. 81, respectively. To analyze the data, Pearson correlation coefficient, stepwise regression and one-sample t test was applied.
The results revealed that there was a significant and direct relationship between mastery goals and approach- performance with assertiveness. Meanwhile, avoidant-performance was not significantly related to assertiveness. Also, the findings of this study demonstrated that two types of entity intelligence beliefs and incremental intelligence had a significant and reverse relationship with assertiveness.
the results of this research illustrates that approach- performance goal and incremental intelligence belief can predict the assertiveness of students.

The present study aims to investigate the relationship between achievement goal and the sense of connectedness with school and subjective vitality among students. The participants were 300 Kerman’s high school students (93 boys, 207 girls) who were selected by stratified random sampling. Three instruments were used for data collection. The participants filled out the achievement goal questionnaire (Elliot & Mc Gregor), the connectedness with school (Bety & Bery) and the state subjective vitality scales (Ryan & Frederick). For achievement goal, findings showed positive and meaningful relationship between mastery attitude orientation and performance attitude orientations and the sense of connectedness with school and subjective vitality. Also, regression analysis results revealed mastery attitude orientation was able to predict sense of connectedness with school and influence it with 7.1% variance. Besides, performance attitude orientation was able to predict subjective vitality and influence it with 0.11% variance. Then, mastery-attitude orientation was able to predict subjective vitality and influence it with 0.13% variance.

Happiness can boost faculty members’ positive emotions on the one hand and enhance productivity by decreasing negative emotions on the other. Previous research on workplace happiness has ignored the role of employment status. Therefore, the purpose of this study was to compare workplace happiness among tenured and contract faculty members.
This study was a descriptive cross-sectional research. Statistical population included all faculty members of University of Sistan and Baluchistan. A sample of 183 (121 tenured and 62 contract faculty members) were selected by stratified random sampling method. The following standard questionnaires were used to measure the variables: organizational justice, job security, job meaningfulness, job interest, participation, interaction and organizational learning. Content validity and Cronbach’s alpha coefficient were utilized to determine the questionnaires’ validity and reliability. Data were analyzed using independent t-test.
The mean scores of tenured and contract faculty members respectively were calculated for the areas of job interest (3.99±0.56 and 4.08±0.57, P=0.322), job meaningfulness (3.96±0.59 and 4.01±0.69, P=0.759), organizational learning (3.96±0.41 and 4.01±0.33, P=0.395), participation (4.06±0.55 and 4.09±0.52, P=690), interaction (4.17±0.55 and 4.25±0.48, P=0.380), job security (4.89±0.39 and 4.05±0.56, P=0.001) and organizational justice (4.21±0.42 and 3.91±0.67, P=0.001). A significant difference was found between the two groups in organizational justice and job security of tenured faculty members.
Although findings indicated that workplace happiness of faculty members was not much affected by the employment status, university administrators could facilitate the contract-to-tenure process and thus improve job stability and workplace happiness of contract faculty members.

Knowledge management and job involvement are critical requirements for today's organizations that this can be developed in the light of professional ethics. By understanding these issues, present study aims to evaluate the relationship between professional ethics with knowledge management and job involvement.
The research method was descriptive-correlative. Statistical population was all female teachers of Zahedan high school in the academic years 1394-95 (175 people). By stratified random method, 120 high school female teachers through three questionnaires professional ethics (Gregory, 1990), knowledge management (Bhatt, 2001) and job involvement (Lodahl & Kejnar, 1965) were studied.To analyze the data, from the Pearson correlation coefficient and multiple regression were used with the help SPSS21 software.
Findings: The correlation coefficients of professional ethics and its components: dependable, ambitious, considerate, cooperative respectively with knowledge management were 0/346, 0/395, 0/234, 0/219 and 0/216. The results also showed that 18/2 percent of the variance in knowledge management professional ethics explain that the only component dependable between the components of professional ethics to do with the amount of β (0/51) of the predictive power of knowledge management. Other findings showed that the correlation coefficients of professional ethics and its components: dependable, ambitious, considerate, cooperative respectively with job involvement were 0/497, 0/519, 0/412, 0/292 and 0/31 respectively. The results also showed that 29/3 percent of the variance in job involvement of professional ethics explains that the only component dependable of professional ethics to do with the amount of β (0/486) had the power to predict job engagement.
According to the findings to your school administrators recommended that efforts to establish ethical work environment and encourage teachers to focus on their business activities .So that in this way we hoped teachers to improve knowledge management and job involvement.

The aim of this research was to study the relationships between dimensions of perceived teaching styles with autonomous motivation and creativity. A sample of 500 (girl & boy) third grade higher school students in Zahedan were selected by Cluster multi – level sampling method. The Torrance Tests of Creative Thinking (TTCT,verbal form A & B) the Academic Motivation Scale (AMS) and the Teacher as a Social Context Questonnair (TASC) were administrated on all subjects. The questionnairs validity and reliability were satisfied with Convergent validity, equivalence reliability, Cronbach`s Alpha, Test-retest, and confirmatory factor analysis. The results of path analysis shows direct influence of perceived teaching style and indirect influence by mediating autonomous motivation on creativity. All path coefficients of purposed model were significant.

The aim of this research is to study the relationship between Percieved Autonomy supportive, Percieved Structure and Gender with creativity.A sample of 500 (girl & boy)third grade higher school students in Zahedan were selected,by Cluster multi – level sampling.The Torrance tests of creative thinking(TTCT,1992) (verbal form A & B) and Teacher as a social context questonnair (TASC)(Belmont & others,1991)were administrated on all subjects.The questionnairs validity and reliability were satisfied with Convergent validity,Equivalence reliability,Cronbach`s Alpha, Test- retest,and Confirmatory factor analysis.The results of multiple regression shows positive and significant relationship between Percieved Autonomy supportive, Percieved Structure and Gender with creativity.Also results shows girl’s creativity is higher from boy’s creativity.

Present Research Studies the relationship between student's satisfaction and their attitude toward Sistan and Baluchestan University’s Evening courses. For this purpose a sample consist of 90 Evening students of university were selected by using simple random sampling method. The tests used in this research were two researcher made questionnaires. ANOVA, X2, and Pearson Correlation was used for statistical analysis. Results show that Evening students Satisfaction from Sistan and Baluchestan University’s Evening courses is higher than average amount and. 91 of them have a positive attitude toward Evening courses. Correlation coefficient indicates that there is a significant relationship between student's satisfaction and their attitude toward Evening courses.