انسی کرامتی

. This study is to examined the most important factors contributing to successfulness in implementing a lesson study, first, and then the statue of demographical characteristics in this regard (including: age, the place of teaching, level of education, sex and field of education), was examined. This research carried out by survey method and using a researcher-made questionnaire. The Statistical population were all the 1568 teachers who were successful in implementing the lesson study in 2016-2017 academic year. Study sample were 310 teachers based on Morgan Table and stratified random sampling. Data were analyzed through One Sample T-Test, Manova and Paired Comparisons. Findings revealed that a successful lesson study is based on “the quality of teaching” more than on “recognition and development of a good question” or “the quality of the observation and referee feedbacks”. Again there is a significant difference between factors that influence on implementing a successful lesson study and age as well as the place of teaching. But there is no significant difference between the effective factors on successfulness in implementing a lesson study and three other variables, including level of education, sex and field of study.

The purpose of this study was to investigate the hidden social curriculum in primary schools with a focus on the interactions between the new teachers, the teachers graduated from Farhangian University, and the school principals. This study was conducted via a qualitative approach using thematic analysis. The study population included 108 student-teachers who were freshman students at Farhangian University during the academic year 2012-2013 and are now serving as new teachers in Mashhad. A total of 25 teachers were selected as the study participants to participate in semi-structured interviews. The interviews were transcribed and then analyzed by thematic coding. The findings revealed four inclusive themes and 21 organizing and 62 basic themes based on the observed hidden social curriculum in primary schools. The results showed that despite their many years of work experience, a large number of the principals do not have the knowledge and skills required of a school principal.

The purpose of this study was to investigate the causes of fatigue and boredom during the E-learning in student- teachers in 2020-2021 academic year. This study was conducted via qualitative approach using thematic analysis. Participants were 25 student- teachers at Farhangian University who were selected by criterion sampling method to theoretical saturation boundary. Participants were subjected to semi-structured interviews based on one main question. Transcribed interviews were analyzed according 3 steps. Lincoln and Guba criteria were also used to determine the reliability of the research. Findings revealed that there were 2 inclusive themes, 5 organizing themes and 14 basic themes. Again, the results show that all of the participants experienced a feeling of fatigue and boredom during the E-learning to a large extent. So, some changes need to be made in Farhangian Curricula, according to content, time, teaching and evaluation methods, for having an effective E-learning in Farhangian University,

The purpose of this research is to survey the challenges of the implemented curriculum of internship 1 in the corona situation from the perspective of student teachers and ways to overcome them. This study was conducted via qualitative approach using phenomenological method. Participants were selected by two methods of snowball and Criterion sampling to theoretical saturation boundary, 13 student teachers who were senior at Farhangian University, Mashhad Shahid Hashemi Nejad Campus. Semi-structured interview was used for gathering data. The text of the conducted interviews was analyzed with the help of thematic analysis method. In order to ensure the credibility of the research, Lincoln and GABA criteria (especially the diagnosis test) were used. Based on the findings, the main challenges of student teachers can be categorized in the form of 2 comprehensive themes (including the challenge of intern interaction with curriculum leaders and the challenge of reflective observation of the educational situation), 6 organizing themes and 29 basic themes. Also, the student teachers had used many successful solutions to overcome the challenges of interacting with the curriculum leaders; However, when faced with the challenges related to observation of reflection in the educational situation, they often either lacked a solution or did not have a successful solution. The results of this research indicate that based on the experiences of the participants, the implemented internship curriculum (1) in the corona situation did not achieve its main goals, i.e., reflective observation of the teaching-learning situation.

The purpose of this study was to examine the level of academic burnout experienced by student teachers at Farhangian University and explore factors that influenced it, during the COVID-19 pandemic. The research was conducted via a mixed approach using the explanatory sequential design. First, via quantitative approach and stratified sampling, all junior and senior student teachers (290 people) in Hashemi Nejad Campus responded to the standard Maslach Burnout Inventory-Students Survey. The questionnaire measures three dimensions of academic burnout, including emotional exhaustion, cynicism, and depersonalization as well as the feeling of lack of professional accomplishment. Then, via qualitative approach and intensity sampling, 25 student teachers were selected as participants for semi-structured interviews. Quantitative findings revealed that all almost of the student teachers (91.57 percent) reported emotional exhaustion over the last 2 years. Again, there is a significant relationship between student teachers’ academic burnout and their marital status, and habitat too. But, there was no significant relationship between student teachers’ academic burnout and their majors. In addition, there is a negative correlation between student teachers’ academic burnout and their GPA. Qualitative data were analyzed by thematic analysis (Ryan and Bernard, 2000). Qualitative findings revealed that the most important factors leading to academic burnout, include the structure and rules dominated over curriculum, the inadequacy of the existing syllabus for teaching and evaluation in the COVID-19 era, the quality of professors’ feedback, the lack of sense of presence in class, students intensive planning and lack of social support.

The purpose of this study was to examine the unprofessional expectations of elementary school principals and their impacts on new teachers who were graduated from Farhangian University.

This study was conducted via qualitative approach using phenomenological method. The sample were selected through snowball sampling to theoretical saturation boundary, 25 new teachers who were freshman at Farhangian University, in academic year 2012-2013. The new teachers were worked at 4 region including: Tabadkan, Torghabeh and Shandiz, Razaviye and also Ahmadabad, under the supervision of centeral education office in Mashhad, and were subjected to semi-structured interviews. The data from interviews were analyzed and coded using the Strauss & Corbin method. Lincoln and Guba criteria were also used to determine the reliability of the research.

Findings revealed that there were 8 general categories of principals’ unprofessional expectations with high frequency in primary schools. These expectations were led to formation of an unpleasant feelings in new teachers and had an impact on their professional performance.

results indicated that the weakness in principals’ knowledge and skills, the pressure caused by low school budget and most importantly the weakness of principals’ educational independence will have an impact on principals’ unprofessional expectations in interaction with new teachers.

The purpose of this study was to investigate the challenges and solutions for an effective evaluation of Primary School students by new teachers, who were graduated from Farhangian University, in Shad Software. This study was conducted via qualitative approach using phenomenological method. Participants were selected by two methods of snowball and Criterion sampling to theoretical saturation boundary, 17 new teachers who were freshman at Farhangian University, in academic year 2012-2013. The participant who are new teachers in Mashhad were subjected to semi-structured interviews, in 2021. Transcribed interviews were analyzed via thematic coding. Lincoln and Guba criteria were also used to determine the reliability of the research. Findings revealed that there were 2 inclusive themes, 6 organizing themes and 14 basic themes, based on main challenges for doing an effective evaluation in primary schools by new teachers. Also main solutions for overcoming to these challenges can be categorize in 4 inclusive themes, 10 organizing themes and 27 basic themes. The results indicate that doing evaluation in Shad Software is one of the most difficult tasks carried out by new teachers. In a way that some of the evaluation challenges were so serious and new teachers didn’t have any idea or successful solutions, despite their best effort, to overcome them. But in the face of other challenges, by spending a lot of time and tolerating some work pressure, relatively they succeeded to perform a valid evaluation.

The purpose of this study was to analyze the content of the primary school Farsi textbooks (bekhānim). It was a content analysis study. Supreme council of the cultural revolution's indicators were used as the theoretical framework, based on Parsons's sub-systems theory. First, the indicators of the council of the cultural revolution were equated and replaced with four sub-systems of Parsons theory, including the social, cultural, political and economic systems. Then, Farsi textbooks (bekhānim) were examined via quantitative content analysis.  The research sample included all six textbooks of Farsi (bekhānim) in the academic year 2015-2016. Findings showed that out of the analyzed pages, 16227 themes were revealed based on the four sub-systems of Parsons. 66% of these themes were related to the social sub-system, 26% to the cultural sub-system, 6% to the political sub-system and 1% to the economic sub-system, respectively. Therefore, priority of the content of primary school Farsi textbooks is given first to the social and then to the cultural indicators. In order to determine the validity of the data, a secondcoder was asked to conduct the analysis for more than 50 % of the data. The degree of the agreement between the two coder was 0/9.

Lesson study is an effective model for promoting learning and producing professional knowledge to create changes in education as well. The first purpose of this study was to study and prioritize factors affecting the Implementation of a successful Lesson Study; and then to examine the role of demographic variables in this regards, including sex, level of education, field of education and age. This research carried out via quantitative approach and survey method. Again a researcher made questionnaire was used for data gathering, its Cronbach alpha was 0, 97. The statistical population were all the 1568 outstanding executors of Lesson Study in Khorasan Razavi province in 2016-2017 academic year. Based on Morgan sample size table and stratified random sampling, 310 people were selected. The findings revealed that, however, the problem formation stage is the most important stage for implementing a successful lesson study, but regarding samples perspective, the teaching stage was the most important one. Again women teachers and more-experienced teachers in relation to men and novice teachers put more emphasis on the teaching stage. Teachers who were educated in education field in relation to other teachers, put weight on the teaching stage, too.

Reflective teachers are effective teachers that they always thinking about better learning for their students and professional development for themselves. Because university Teachers are the most important role models for their students, so, studying the quality of theirs’ epistemological beliefs and recognizing the effective variables on it, are among the main factors in reflective teacher education. Thus, the purpose of this study is to investigate Teachers’ epistemological beliefs and the role of their demographic characteristics in this regard. This study carried out via quantitative approach and with the help of survey research method. The population is all the full-time Teachers in Shahid Hashemi Nejad Campus in Mashhad (160people) in the academic year 2016-2017. The sample was selected based on Morgan Table (113 people) and the method of simple random sampling was used. Data were gathered through Epistemic Beliefs Inventory (EBI) with suitable Cronbach's alpha (0.82). The results revealed that faculties’ epistemological beliefs are at the rather high level. Again, there are a significant difference between faculties’ epistemological beliefs and both their level of education and majors. Somehow epistemological beliefs in faculties who were graduated in humanity fields and with P.h.D certificates were much more than faculties who were graduated in either other fields or have other certificates.

The recognition of the hidden curriculum results from a deep insight into inner layers of pedagogy, which in turn involves varieties, complexities, with obvious and hidden dimensions. The present research aims to explore important, recurrent factors in the hidden curriculum, and examine possibilities for their improvements using the Islamic practical ethics. It uses two research methods, starting with quantitative content analysis of 25 researches on the topic. A series of five recurrent factors are thus identified: power hierarchies, unhealthy competition, ambiguity of the tutor’s didactic procedures, unreality of designs, and the preference of the visual product over the process. A descriptive-analytic approach is then adopted to explain and evaluate these factors based on quintuple realms of human existence. Taken from the Islamic ethical order, these realms in turn comprise of three internal realms of beliefs, emotions and will on one hand, and two external realms of utterance and action on the other. The results show the possibility of practical approaches based on the Islamic ethical order for all three parties involved in the school – students, tutors, staff – the implementation of which would make grounds for ethical reforms and improvements of the hidden curriculum.

The purpose of the study is to examine the effect of demographical variables on pre-service Teachers’ epistemological beliefs. This study carried out via quantitative approach and with the help of survey research method. The population is all the education pre-service Teachers in Shahid Hashemi Nejad Campus in Mashhad(562 people) in the academic year 2016-2017.The sample was selected based on Morgan Table (228 people) and the method of random classification sampling was used.Data were gathered through Epistemic Beliefs Inventory (EBI).The results revealed that pre-service Teachers’ epistemological beliefs are at the rather high level.There is no significant difference between pre-service Teachers’ academic year and their epistemological beliefs but there is a significant difference between pre-service Teachers’ marital status and their epistemological beliefs.Again there is no relationship between the academic achievement of pre-service Teachers’ and their epistemological beliefs.

The purpose of this study was to examine the content of science textbooks based on the environmental education. Statistical content analysis was the method employed in this study. The statistical population and sample in this research included all of the science textbooks in the first stage of high school, published in the academic year 2016-2017. The text-books were analyzed and coded deductively. In order to determine the validity of the data, two other coders also coded the data and the degree of the agreement between the all coders was 0.90. The findings of the study revealed that the environmental education themes appeared 65% in the text, 11% in the questions, 21% in the assignments and 13% in the pictures. Moreover, it was found that 78% of the environmental education themes were in the form of cognitive, 17% affective, and 13% psychomotor dimensions. The results suggest that the main strength of the science textbooks is their consideration of the high levels of Bloom's Cognitive Domain in designing groupwork activities. However, their weakness is in their insufficient consideration of the principles of the curriculum organization, especially in eighth grade.

Hidden curriculum includes a set of established learning in the culture of educational institutions, which learners experience as some norms and values. Meanwhile, the architecture students, due to the special nature of practical lessons and close interaction between faculty members and students, receive greater effects from hidden curriculum. Therefore, this research was formed with the purpose of studying the hidden curriculum of the architecture discipline. To this aim, the lived experience of 21 undergraduate students in architecture engineering at Ilam University was evaluated using snowball sampling and semi-structured interviewing tools and qualitative content analysis method. The research unit for analysis was the content and the reliability of the research was 0.83based on the agreement between the coders. According to the findings, 22 components of the hidden curriculum were identified and by using the content network analysis, the theory of "transaction of benefit" was formed that illustrated the facts in the interaction of individuals with each other in the context of the faculty of architecture. The results of this study led to the identification of the factors creating hidden curriculum in the architecture discipline under the terms of "knowledge", "insight", "preparation" and "supervision".

One of the challenges in the current higher education systems is carelessness towards fostering of thought andthinking skills in students. Razavi conduct has useful implications for facing this challenge. Regarding the importance of Teacher training centers and professors’ role in them, so the purpose of this paper is to examine the educational methods for rational education in Razavi conduct with the focus of professors’ role and their teaching methods toward fostering thought in student-teachers. For gathering data, the descriptive-analytical method was used. So that with the help of reliable religious references about Razavi conduct, some information about rational education and suitable teaching methods for them were explored and then this information were described and categorized. Finding revealed that there are five teaching methods based on Razavi conducts, including: Individual Instruction, Group Discussion, Question and Answer, Debate, Learning by Byword. Also, using each of these methods by professors needs special communication and teaching skills. Based on the results, some suggestions were offered including: emphasize on students-teachers and their professors thinking skills as a criteria for employment, doing continuous assessment of thinking abilities in employees and adding one or several courses in rational education.

The purpose of this study is to investigate the reasons of why high school managers and teachers in chemistry are not interested in accepting interns in schools. Qualitative method of phenomenology was used. Data were gathered through an unstructured interview. Participants were selected via purposive sampling method and a total of 20 managers and 15 teachers in Mashhad high schools were fully interviewed. The results are presented as twelve different categories and three axes, including weakness of managers and teachers in knowledge, attitude and skill regarding the new internship program. These categories are: Unawareness of positive outcomes about the new internship program, sticking to habits and traditions, prejudgment about accepting interns based on having some bad memories of past interns, distrust toward interns-mentor and feel job insecurity, avoidance of more responsibility, insufficient skills for organizing and controlling affairs in school or classroom, insufficient skills for using positive outcomes of the new internship program, teachers’ inability for correcting their behavior or knowledge weakness, unsuitable physical environment in some classrooms, insufficient number of appropriate schools for internship, disinclination of parents about having interns in schools and some official and security problems.

The purpose of this study is to examine the role of cultural components and to recognize cultural conflicts in the content of elementary school Farsi textbooks. The present study is conducted though quantitative content analysis and the corpus include the reading Farsi textbooks in the academic year 2015-2016. The categories in the deductive analysis are derived from the Supreme Council of the Cultural Revolution including Public Religious and Moral Values, Legal Norms, Religious Norms, National Symbols and Religious Symbols. The findings reveal that only .26 of the Farsi textbooks content in elementary schools had cultural content. In addition, the cultural content presented in 84 cases is in conflict with prescribed cultural indexes of Supreme Council of the Cultural Revolution. In order to determine the validity of the data, a second coder is asked to code more than 50% of the data. The degree of the agreement between two coders is .90. According to the findings, improvement of the content regarding Public Religious and Moral Values, Legal Norms and also National Symbols is recommended.

Creating study centers and reading improvement are symbols of intellectual and cultural development in a society. In this regard, the library culture is one of the main factors. In fact, the dominant culture in a library has an inevitable role in meeting client's needs and also in death or life of the library as a social institution. Managing the organizational culture, in any countries, is one of the main responsibilities in an organization. It means the process that managers began to realize current and preferred culture, changes or optimizes the current culture toward preferred culture, evaluates change programs, and finally preserves or supports a culture (Kavoosi & Ghaumi, 2010). In some organizations, such as The Organization of Libraries, Museums and Documents Center of Astan Quds Razavi, manager's attention toward the quality of organizational culture is so important. It is because this organization, with following long-term goals, has many sections and clients. In fact, it is one of the most important treasures of written and unwritten culture in Iran and Islam world. Not only because of the library adjacency with holy shrine of Imam Reza but also for holy shrine authoritie's efforts in years, so there are unique treasures including numerous books, reports, magazines and newspapers, audio-visual educational matters, manuscripts and rare works of antiquity of Islamic history. In that regard, identifying current culture in a library, as Kaarst, Michelle, Nicholson, Von, Gisela and Stanton (2004) put it, helps managers to take advantage from strengths and overcome to weakness with more awareness. However, a main point is: usually organization members are unaware of their organizational culture and this unawareness would be persisting as long as nobody could not identify or challenge the current culture (Cameron & Quinn, 2011). Regarding the importance of organizational culture in libraries, so the purpose of this research is to examine managers and employees’ attitudes toward current and preferred culture in The Organization of Libraries, Museums and Documents Center of Astan Quds Razavi.
Theoretical Framework: Schein (2010) defines the culture as: A pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration that has worked well enough to be considered valid and, therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems. There are different theories of organizational culture. Cameron and Quinn (2011) proposed one of the most popular and comprehensive theories of organizational culture which is used in this research as a theoretical framework. They believe that there are four dominant culture types including: hierarchy, market, clan and adhocracy. The "hierarchy culture" is a highly structured organizational environment that is characterized by governing formal rules on member's activities. Maintain a smooth running organization is important and the long-term concerns of the organization managers are stability and predictability. The "market culture" is oriented toward the external environment and its customers instead of internal affairs. It is focused on productions, potential customers, making money, finding effective commercial environment and creating competitive market, so the major focus of the culture is to conduct transactions (exchanges, sales, contracts) with other constituencies to create competitive advantage. In the "clan culture", interactions between members seemed more like extended families. Instead of the rules and procedures of hierarchies or the competitive profit centers of markets, typical characteristics of clan type firms were teamwork, employee involvement programs, and corporate commitment to employees. The major task of management is to empower employees and facilitate their participation, commitment and loyalty. In "adhocracy culture", innovative and pioneering initiatives are what lead to success. The major task of management is to foster entrepreneurship, creativity and activity on the cutting edge. So, employees were encouraged to formulate innovative solutions to problems and to generate new ways of providing services to clients (Cameron & Quinn, 2011).
This study was carried out via descriptive method, the population consisted of all 385 employees in The Organization of Libraries, Museums and Documents Center of Astan Quds Razavi. Due to small population size and extremely low access to them, participants were 175 employees of the Organization of Libraries that they were selected based on convenient sampling. Cameron and Quinn questionnaire was used. This questionnaire was standardized by Abbassi in 2008 with a high reasonable degree of reliability (0.91). The hypotheses are the following: 1. There is a significant difference between managers and employees’ attitudes in The Organization of Libraries toward current culture.
2. There is a significant difference between managers and employees’ attitudes in The Organization of Libraries toward preferred culture.
Hypothesis testing indicated that there was no significant difference between managers and employees’ attitudes toward current culture. In another word, the two groups were similar in defining the current organizational culture as a hierarchical culture. Also, there was no significant difference between managers and employees’ attitudes toward preferred culture. All participants were believed that the clan culture would be the best model for effective performance in the Organization of Libraries.
In sum, result shows that hierarchical culture is dominated in the organization and it is not a suitable one; instead, both managers and employees have positive attitude toward creating a clan culture. Manager’s attitudes, beliefs, values and behaviors are important factors in creating such an appropriate culture. A manager is a culture creator that he can affect his employees’ behaviors by his way of doing things as a role model. So, for establishing a suitable culture and preventing managers’ resistance, first of all, it is important to justify them. So, managers’ awareness toward desired consequences of clan and adhocracy culture for achieving organizational goals have been increased.
Regarding the role of organizational culture in accelerating organization development and also the time-consuming process of changing organizational culture, it is better to recognize strengths and weakness of current hierarchical culture and gradually move toward clan and adhocracy cultures.

The purpose of this study was to examine the main factors having impact on the rejecting of intern teachers by school principals and mentor teachers, in 2015-2016 academic year. The qualitative method used in this study was case study. Data were gathered through an unstructured interview and observation by researchers. The statistical population consisted of 55 university supervisors in Education field and also mentor teachers and school principals. A total of 37 participants including university supervisors, mentor teachers and school principals were selected via purposeful sampling. Findings revealed that each of five participant groups (university supervisors, mentor teachers, school principals, intern teachers and Farhangian University authorities) involved in internship, could have an impact on interns’ acceptance in schools. Reasons explained by participants were classified into 12 exploratory categories. Also, the findings of the study show that the university supervisors have more significant role than that of the other four groups in creating or eliminating the problem of interns’ acceptance in schools. In fact, university supervisors are able to directly or indirectly influence other participants. This means they can act as a link between Farhangian University authorities, principals, mentor teachers and intern teachers.

This study intends to investigate the demographic differences of critical thinking dispositions in the employees of the Central Library, Museum, and Documents center of Astane Qudse Razavi.
In this study, carried out via descriptive method, the participants were 163 employees of the Organization of Libraries. They were asked to complete a researcher-made questionnaire and their opinions were analyzed by Multivariate Analysis of Variance and One Sample T-test.
Findings: Results revealed that the mean of critical thinking dispositions in participants was so low. Moreover, there was a significant difference between dimensions of critical thinking dispositions and organizational job, average study time, and work experience. However, there was no significant difference between dimensions of critical thinking dispositions and education, field, and sex in the employees of the Organization of Libraries.

The purpose of this study was to comparatively evaluate the process of socialization of doctoral students by hidden curricula in Iran and US higher education via phenomenological method. To achieve this goal، via snowball sampling، the experiences of thirty-six doctoral students in colleges of education in Ferdowsi University of Mashhad and Arizona State University were explored. Data was gathered via unstructured interviews. For analyzing the gathered data Apple and Kings (1977) framework was used-because the distinction between weak and strong forms of hidden curricula that presented by them provides a useful heuristic for analyzing the hidden curricula in graduate programs. The results revealed that the hidden curricula in colleges studied have made doctoral students socialized almost in a similar way.

This study is examined the hidden curricula in Iranian higher education via Grounded Theory method. For studying hidden curriculum, two approaches of micro and macro can be used. According to the centralized attitude in Iranian higher education and the key and pivotal role of policymakers, planners, implementers and researchers of curriculum in it, at first macro and then micro approach was employed so that the influential hidden and unwritten values and attitudes in designing and implementing curricula in higher education of the country were identified. To achieve this goal, via snowball sampling, the experience of twenty-seven experts in higher education in three groups including the experts in Curriculum Studies Association, the researchers in Research and Planning Institute in higher education, as well as faculty members and curriculum experts in the Ministry of Science was explored. Data was gathered via unstructured interviews. The results revealed that the central phenomenonin the grounded theory of the hidden curriculum of higher education is a phenomenon known as “Game of Knowledge” that it is against the truth of academic knowledge. Again, the various factors have led to its formation were examined. Then, based on micro-approach, structured interviews were conducted with thirty-one senior students at Ferdowsi Universityof Mashhad.These students were selected in a purposeful manner. The analysis of the conducted interviews with students confirmed the results of the obtained findings.

The study of relationship between research and teaching activities of lecturers, especially faculty members, is an interesting and at the same time a controversial topic which has been researched over and over without coming to a final conclusion as a comprehensive result. The purpose of this research was to investigate faculty members’ attitude about the relationship between their research and teaching activities. The sample was 100 faculty members and lecturers of three colleges of Arts, Engineering and Basic Sciences in University of Mashhad who were selected via improbability quota sampling method. The participants answered two researcher-made questionnaires about their research and teaching activities. A descriptive research method was used for this study. Demographical characteristics of the faculty members were utilized as control variables. The result of multiple regression analysis showed that research status predicts up to 58.4% of teaching quality. Moreover, the demographical characteristics of the faculty members including gender, field of study, academic ranks, teaching experience, average hours dedicated to research and teaching, number of articles and research projects - that were considered as control variables- predicted 32.8% of variance in teaching quality.

There are diverse influential factors affecting students’ level of self-regulation. In the current study, the role of school social environment in students’ degree of self-regulation was examined. Furthermore, this hypothesis was tested that ‘open climate in school can anticipate the higher levels of self- regulation’. The participants were 415 junior female students at four high schools in 2009-2010 academic years belonging to two socio-economic classes (low and high) of society. They were required to answer three questionnaires assessing school social climate, self-regulation and academic motivation. In the present study which was conducted via a casual-comparative method, socio-economic situation, academic motivation and academic achievement (the students’ GPAs) were controlled. The findings of multiple regression analysis with hierarchical model supported the examined hypothesis and three variables of socio- economic situation, academic motivation and school climate were found to be the significant predictors of the higher levels of self- regulation. It was also found that 18.6% of the variation in students’ selfregulation can be explained by taking school climate into account (F4,410 = 23.38, (p<0/01).