حمزه گنجی

The present study was conducted with the aim of predicting test anxiety based on personality traits and intelligence beliefs with the mediation of academic self-efficacy in male students. This research was a type of correlation research and structural equation model. The statistical population included all the students of the second secondary level of Bojnord city who were studying in the academic year of 2015-2016. A multi-stage cluster sampling method was chosen. Test anxiety questionnaires (Abolqasmi et al., 2015) were designed to measure the variables. From the Intelligence Beliefs Questionnaire by Abdul Fattah and Yates (2006), Test Anxiety Questionnaire (TAI); NEO personality traits questionnaire (NEO-FFI), Morgan and Jinks (1999) academic self-efficacy scale were used. The results showed that all the factor loadings of the indicators on the related variables are significant. Also, all direct path coefficients of exogenous variables, including personality traits, intelligence beliefs to academic self-efficacy, and academic self-efficacy to exam anxiety, were significant at the alpha level of 0.05. In addition, the model was able to explain more than 58% of academic self-efficacy and 30% of changes in test anxiety. Also, the indirect effects of personality traits, metacognitive awareness and intelligence beliefs on test anxiety through academic self-efficacy were significant. Therefore, it can be said that personality traits, intelligence beliefs are related to exam anxiety and can be predicted in this way.

The main purpose of this causal–comparative research was to assess the development of language of four to six years old kindergarten children based on the demographic status of their families in Qom province.

300 boys and girls (according to the Cohen`s table, 2000) of 5 age groups: 4, 4.5, 5, 5.5 and 6 years old were selected from kindergartens in Qom province by a multi-stage cluster method, then they participated in tests. The tools were used included: Language Development Test "Told-P.3" (Hasanzadeh and Minayi, 2002) & Researcher-made demografic test. Data was analyzed by using descriptive statistical methods, Kolmogorov-Smirnov one-sample test, Kruskal-Wallis Independent Samples test and Mann-Whitney Independent Samples test.

In general, the findings showed that the process of language development in these children progresses with age. The demographic variables of the families did not affect the children's language development.

The results showed that based on the theories of language development, children`s language development has progressed with age. Moreover, the lack of influence of families' demographic variables on children`s language development has been a confirmation of the importance of social learning theory and the effects of various factores such as kindergarten, peers, media, culture, teachers, games, social situations &…

Maslach Burnout Inventory is the most commonly used measure of burnout. The main purpose of this study was to investigate validity and reliability of Maslach Burnout Inventory among professional Football and Futsal referees of the country. The Statistical Society of this study consisted of all active male and female referees in the Premier League and first Division Football and Futsal of the country in including 341 persons ( 229 male and 112 female referees ). The Sample was considered equal to the entire studied society.To verify the validity of this scale, confirmatory factor analysis method was used and for reliability analysis, Cronbach's alpha was used. Factor analysis findings showed that the questions of this scale have high factor load and largely correspond to the questionnaire and findings of other research. Also, the reliability of this tool is confirmed by Cronbach's alpha at the test and retest stage. The results of this study indicate that MBI can be used for measuring of burnout among referees.

Issues related to the effectiveness of cognitive therapy interventions are important as a factor influencing students' performance. These issues need to think of appropriate and expedient measures to support and expand. The present research aimed to investigate the effect of three methods of cognitive reading, visual and auditory therapy on students' performance according to gender and learning style.

This was pre-experimental research with a posttest design. The research tools are the standardized questionnaires of Club learning styles and homework performance. The statistical population included undergraduate students of the research methodology course at Roudehen Azad University. 80 people were selected as a sample group using non-random and voluntary methods and were studied.

The obtained results showed that the main effect of gender factor is not significant on performance in homework. However, the main effect of learning style is significant on performance in homework. Moreover, the main effect of therapy method is significant on performance in homework. Based on the results of this research, the interactive effect of therapy method, gender and learning style is also significant on performance. Discussion and

According to the findings of this research, it can be included that cognitive therapy has a significant effect on learning style. In addition, therapists can use this method for students' academic achievement.

Numerous studies have examined the relationship between personality traits and burnout. However, research that has provided a structural model for predicting burnout in Iranian professional football referees based on five major personality factors mediated by self-esteem has been neglected.

The present study aimed to provide a structural model to predict job burnout of professional football referees in Iran based on five major personality factors mediated by self-esteem.

The research was descriptive and a sample of correlation schemes. The statistical population of this study included all male and female referees active in the top leagues and the first division of football and futsal in the country in 2019, including 341 people (229 male referees and 112 female referees). The sample was considered equal to the whole study population. Critical burnout questionnaires (1981), Costa and McCraychr('39')s personality traits (1986), and Rosenbergchr('39')s own self-esteem (1965) were used to measure research variables. Data were analyzed using structural equation method.

Good fitness indicators showed model fit with the data, direct trajectories of personality traits and self-esteem to job burnout were statistically significant (P< 0/01). Personality traits with job burnout through indirect mediation of self-esteem also had a significant indirect relationship (P< 0/01).

Self-esteem plays a mediating role between personality traits and burnout. Therefore, considering Self-esteem and personality traits can play an important role in reducing judgeschr('39') burnout and increasing productivity

The goal of this study was to examine the correlation between personality traits and use or abuse of hallucinogens. The statistical population consisted of all Iraninans who had used a hallu-cinogen at least once or abused these drugs. The sample group consisted of 100 men and women users or abusers and the control group consisted of 100 individuals who had never used these drugs. Participants answered an online survey consisting of a questionnaire for demographic background and the NEO Five Factor Personality Inventory (NEO-FFI). Demographic, personality, and hallucinogenic drug use data were analysed using logistic regression analysis method. The analysis revealed that users/abusers of hallu-cinogenic drugs, compared to nonusers, are more open to new experiences and are more agreeable.

The objective was to see if the fivefactor personality test of Neo and the SCL-90-R, which are used to diagnose psychological symptoms, could predict people's desire to use hallucinogenic substances. In this study, we had a general hypothesis and three specific hypotheses. Our general hypothesis was that there are significant positive correlations between the five personality traits evaluated by Neo and the symptomatic dimensions evaluated by SCL-90-R. To test this hypothesis, we asked people online to answer the two tests and a researcher-made demographic questionnaire for those who have used hallucinogenic substances at least once and those who had not used them at all. When the number of respondents reached 100 (a total of 200), we stopped the request. Logistic Regression analysis showed that of the five personality factors of the neo test, only two factors had significant correlation with openness and agreeableness with the use of hallucinogenic substances. The other three factors (neuroticism, extraversion, and conscientiousness) did not show a significant correlation. Of the five personality traits, only two traits, openness and agreeableness could predict the inclination of people to use hallucinogenic substances. In the case of symptoms evaluated by SCL90-R, only two features of hostility and interpersonal sensitivity could predict people’s inclination to use hallucinogenic substances

Man is a social being. The social aspect of child development shapes the basis of his/her life. Social life demands mental readiness, social skills, self-confidence, and social adjustment. This study aimed to determine the development of social relationships in children aged 4 to 6 in the kindergartens of Qom province, based on the demographic status of their families.

To carry out this causal-comparative study, 300 children aged 4 to 6 (150 boys and 150 girls) were selected by multi-stage cluster sampling from ten kindergartens of Qom province in 2016. Development of social relationships in these children was determined based on the subscale of the social relationship in Newsha Cognitive, Social Communication and Motor Development Scale for Persian Speaking Children (Jafari et al., 2009) and Researcher-made Demographic Test. Descriptive statistical techniques, Kruskal-Wallis test, and Mann-Whitney U- were used to analyze the data.

Results showed that development of social relationships in these children improved with age. The demographic variables, including the paternal level of education (p <0.714), maternal level of education (p<0.574), paternal income (p <0.796), maternal income (p <0.479), housing status of the family (p<0.330), history of parental death or divorce or death of a loved one (p <0.433), history of psychiatric problems in siblings (p<0.758), being right-handed or left- handed (P <0.351), being monolingual or bilingual (p <0.907) had no effect on the development of social relationships in these children.

In general, results of this study showed that based on developmental theories like social development theory and social learning theory, childchr('39')s social relationships improves with age. Also, noneffectiveness of family demographic factors on the childchr('39')s social relationships indicates the importance of social learning theory and it shows that children are affected by socialization factors outside the family.

The aim of this study was to compare students' academic achievement, academic engagement, hardiness and perceived classroom environment among female and male students in math and science. A sample size of 300 female and male students in the third grade high school in Dezful were selected using multi-stage random sampling. For data collection, hardiness questionnaire, perceived classroom environment and academic engagement questionnaire were used. To analyze the data, multivariate analysis of variance (MANOVA) and analysis of variance (ANOVA) were used. The results showed that gender significantly affected dependent variables (p<0/001). It also means academic achievement, and academic engagement (p<0/001) of female and male students were significantly different and the mean of hardiness and perceived classroom environment were not significantly different. Based on the results, it is necessity that parents, instructional planners and trainers produce good opportunities for engagement, activation and using of challenging and useful tasks for the development and academic achievement of girls and boys.

This study examined the mediating effect of achievement emotions on the relationship between casual attributions and academic burnout among university students. The method of the current study was descriptive-correlation.  Four hundred and forty six university students (201 females, 245 males) were selected using a multistage random sampling method. The participants completed the Class-Related Achievement Emotions-Short Form (CRE-SF; Geravand et al, 2016), the Attribution Style Questionnaire (ASQ; Peterson et al. 1982) and the School Burnout Inventory (SBI; Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). The results of structural equation modeling indicated that the partially mediated model of achievement emotions on the relationship between casual attrition patterns and academic burnout had acceptable fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and predictors of the model accounted for 57% and 60% variances of positive and negative achievement emotions, respectively, and 63% variances of academic burnout. The results of the current study supported the role of casual attributions in predicting learners' academic burnout. The findings suggested that the part of common variance between casual attributions and academic burnout were resulted from variability in numerical values attributed to mediating factors in the proposed model.

Individuals with addiction to stimulant drugs have difficulty in proper employment of emotions due to the misconception of their feelings and, thereby, these difficulties in emotion regulation lead to substance use. The aim of this study was to determine the effectiveness of emotion regulation training based on Grass model in the reduction of craving and depression after withdrawal among methamphetamine-dependent individuals. The current study employed a quasi-experimental research design along with pre-test/post-test and control group. The methamphetamine-dependent patients presenting to Omid Pooya addiction treatment clinic in Tehran in 2016 constituted the statistical population of this study. A sample of 30 participants was selected via convenience sampling method and, then, 15 subjects were assigned to the experimental group and 15 subjects were assigned to the control group at random. The experimental group received emotion regulation training based on Grass model, but the control group did not receive any training. The data were collected by means of Instantaneous Craving Questionnaire and Depression Questionnaire (Lovibond, 1995). The results of this study showed that emotion regulation training based on Grass model is effective in decreasing craving and depression after withdrawal among methamphetamine-dependent patients (p <0.01). According to the research findings, difficulty in emotion regulation is one of the problems of methamphetamine-dependent patients and teaching how to express and manage emotions can help them reduce craving and depression after addiction withdrawal.

Academic achievement is one of the indicators of the academic success and development of societies. The aim of this study was to explain a model of causal prediction of students' academi achievement based on hardiness and perception of the classroom environment by mediation of the academic engagement. Research method was correlation. A sample size of 300 of all (1411) male and female students of the third grade in empirical science course of high school in Dezful in 1393-94 was selected using multi-stage random sampling. They answered Kobasa.'S hardiness questionnaire (1994), Reliability =0/68,Index fit (GFI=0/93, RMSEA=0/074), Gentry, Gable and Rizza perception of the classroom environment (2002), Reliability=0/81, (GFI=0/93 (RMSEA=0/063) and Pintrich & De Groot academic engagement (1994), Reliability=0/90, (GFI=0/94, RMSEA=0/058).The data analyzed by structural equation modeling. Results showed that model, was good fit by data. Direct effect of the academic engagement on academic achievement was0/32, perception of the classroom environment on academic engagement was 0/758 and Indirect effect of the perception of the classroom environment on academic achievement by mediation of the academic engagement was0/24, which all (p<0/0001) were meaningful. Effect of the hardiness on academic achievement was -0/29 (p<0/0001) and meaningful. On the whole, hardiness and perception of the classroom environment explained16/7% of the variance of academic achievement and perception of the classroom environment explained 57/9 % of the variance of academic engagement. Thus, it is necessary that planners and teachers provide opportunities for activating and benefiting from challenging assignments for students.

This research aimed to explain wisdom based on identity styles through psychological capital. For this aim, based on multistage-cluster sampling method, a sample of 424 students from Hamedan universities was selected, and Three-Dimensional Wisdom Scale (3D-WS), Identity Styles Inventory (ISI-3) and Psychological Capital Questionnaire (PCQ) were completed by them. The data analyzed by using the structural equation modeling (SEM) method and AMOS software. For each of the latent variables, measurement models were estimated and tested, and all of the models were supported. The final model presented a particular pattern of relationship between the research variables, and could explain 0/18 of the variance of wisdom. The fitness indicators of the model showed the proper fit with the data (χ2=3.58, P=0/17, χ2/df=1.79, GFI=1/00, AGFI=0/98, CFI=1/00, NFI=0/99, RMSEA=0/04). Direct effects of diffuse/avoidant identity style on wisdom was confirmed, but direct effects of informational and normative were non-significant. All three identity styles showed indirect effects through psychological capital on wisdom. In totall, the data supported the role of identity styles in development of wisdom through psychological capital, so that diffuse/avoidant identity had considerable negative effect and informational identity the most positive effct.

In order to construct and standardize a School Maladjustment Scale, 405 students (261 girls, 144 boys) were selected from junior high schools of City of Tehran by cluster sampling method. The participants completed the School Maladjustment Scale. Examining the item-total correlation led to elimination of 23 items. The results of principle components analysis and varimax rotation indicated that 24 items had factor loading less than 0.3, so these items were eliminated. The Cronbach's Alpha reliability coefficient for 88 item scale was 0.979. The results of factor analysis led to extraction of six factors: 1) academic indifference and lack of attention, 2) inappropriate behaviors toward teachers and classmates, 3) destructive and indiscipline behaviors, 4) bullying and antisocial behaviors, 5) deception and violation of rules, and 6) withdrawal and victimization by bullies, which explained 57.80 percent of the total variance. The concurrent validity of the scale using comparison to the Student Adjustment Inventory (Sinha & Singh, 1993) was 0.405. The results of confirmatory factor analysis indicated that the 6-factor model was supported by more than seven fit indices. All of the six components yielded high reliability coefficient

The scholars must investigate tests' psychometrics traits to make use of they(Marnat, Grey Gross,1373). Thus the aim of this study was to investigate reliability and validity hardiness psychological scale. Research method was reliability and validation. A sample size of 300 of all (1411) male and female students of the third grade in empirical science course of high school in Dezful in1393-94 was selected using multi-stage random sampling. They answered Kobasa.'S hardiness questionnaire (1994).The data analyzed by Cronbach's Alpha, Retest and Exploratory and Confirmatory factor analysis on the base structural equation modeling. Results showed models, were good fit, and Confirmed three factors (control, commitment, challenge) and explained %61/42 of the variance of hardiness psychological. also Cronbach's Alpha =0/683, Retest =0/61 that were significant and Confirmed internal consistency and reliability this scale.

hardiness psychological questionnaire is a reliability and validation scale for Measurement hardiness psychological in the grope of students.

This research was carried out with the aim of investigating the effect of indirect relation between information identity, normative identity and confusion-avoidance identity on psychological capital.

For this purpose, a sample of 424 students was selected through a cluster sampling method from the Hamedan universities and the questionnaire of Bersonsky Identity Styles (ISI-3, 1989) and the Lutangan Psychological Capital (PCQ, 2007) They were executed on them. Data were analyzed using structural equation model (SEM) and AMOS software. For each of the variables, the measurement models were evaluated and tested and all models were supported. The final model presents a specific pattern of relationships between research variables.

The path coefficient of normative identity style to psychological capital is significant (β = 0.36, P <0.05). Also, the confused-avoidance identity stroke coefficient for psychological capital is significant (β = -0.08, P <0.05).

The patterns derived from the relationship between identity styles and psychological capital support the basic assumptions of the research that the growth of wisdom is influenced by identity styles and psychological capital.

The purpose of this study was to compare the academic performance, achievement motivation and attitude to studding among students with technical and nontechnical teachers.

The research method was descriptive and causal-comparative and the statistical population of the study consisted of high school students in Qom province in 2017, among which 600 were selected through targeted sampling. The mean of the scores, School Attitude Assessment Survey-Revised and Hermen's achievement motivation test were used to collect the data. Data were analyzed using multivariate analysis of variance analysis and independent group t-test.

The results of this study showed that there is a significant difference between students with technological teacher and non-technical teacher in performance and academic achievement and the average of students with technological teacher was significantly higher. There is a significant difference between students with technological teacher and non-technical teacher in achievement motivation and the average of students with technological teacher was significantly higher. There is a significant difference between students with technological teacher and nontechnical teacher in attitude to studding and the average of students with technological teacher was significantly higher.

If technology be available to learners, it can help improve the quality of education and performance, and improve academic achievement and attitude to studding, and they can be effective in teaching.

The aim of this study was the comparison of Relationship of academic achievement and academic engagement, hardiness and perceived classroom environment among female and male students. The method was Comparative – causal. A sample size of 300 female and male students from (1411) students in empirical discipline third grade of high school in DEZFUL were selected using multi-stage random sampling. For data collection, Kobasa S. hardiness questionnaire (1994), Gentry, Gabel & Rizza my classroom activities (2002). And Pint rich & DEG Root (1994), Motivation strategies Learning Questionnaire were used. The data, analyzed by Pearson Correlation Coefficient and Fisher Z Test. Results showed that Correlation Coefficient between Academic Achievement and Academic Engagement of female students (r=0/160) and male students(r=358/0) were significant while theirs difference (z=1/80, p=0/05) were not significant. Correlation Coefficient between Academic Achievement and hardiness of female students (r= -0/162) and male students (r=-0/183) were negative and significant while theirs difference (z=-0/18, p=0/05) were not significant. Correlation Coefficient between Academic Achievement and Perceived Classroom Environment of female students) r= -0/036) was not significant but male students(r=0/252, p=0/002) was significant, and theirs difference (z=2/48, p=0/05) was significant. Correlation coefficient between Perceived Classroom Environment and academic engagement of female student's (r=0/556, p=0/000) and male students(r=0/664, p=0/000) were significant while theirs difference (z=1/43, p=0/05) was not significant. Correlation Coefficient between hardiness and academic engagement and also between hardiness and Perceived Classroom Environment of female and male student's and theirs differences werent significant. On the research outcomes become a necessity that, Parent and Trainers productive good opportunity for development and achievement of girls and boys .

This study by comparing the performance of students in technology-free and technology-free classes answers the question whether the academic achievement, academic performance, motivation for progress and attitude towards student's technology in these two educational settings (with and without technology) are different. ? And can classrooms with technology predict the variables of academic achievement, academic performance, motivation for progress, and attitudes towards student technology? This study was a descriptive survey. The statistical population of all high school students in Qom and 600 students were randomly selected. The tool used to measure the grade score for academic achievement, the technology lesson score for technology attitude, McGuak and Siegel's attitude toward education and Herman's motivation to motivate the students, which has a desirable validity and reliability. The average attitude toward technology, academic achievement, motivation for progress and attitudes towards studying in technology classes is higher than those with non-technology education status. Technology classes have had a significant impact on strengthening technology attitudes, academic achievement, motivating progress, and attitudes toward education. Technology classes were effective in explaining the attitude toward technology (11.5%), in explaining academic achievement (16%), in explaining the motivation of progress (16.6%), and in explaining the attitude toward education (5.4%).

Aside from test anxiety scales, measurement instruments assessing students’ achievement emotions are largely lacking. Therefore, the main purpose of the present study was to investigate factorial validity of the Class-Related Emotion Scales (CRES) among Iranian university students.
400 university students (240 male, 160 female) completed the Class-Related Emotion Scales. The confirmatory factor analysis method and internal consistency were used to compute the CRES's factorial validity and reliability, respectively.
The results of confirmatory factor analysis, based AMOS software, indicated that multidimensional structure of the CRES consisted enjoyment, hope, pride, anger, anxiety, shame, hopelessness and boredom had acceptable fit to data in the Iranian sample. The results of the confirmatory factor analysis by replication multidimensional factorial structure of the Farsi version of the CRES consisted of 8 scales measuring enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom during class indicated that the scales were internally valid. Internal consistencies for the scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during class were 0.93, 0.92, 0.89, 0.89, 0.89, 0.91, 0.93 and 0.95, respectively.
In sum, on the one hand, the results provide further support for the control-value theory and on the other hand, these findings provide evidence for the validity and reliability of the AEQ as an instrument to measure of achievement emotions among Iranian university students.

The aim of this study was to determine the role of emotional intelligence, personality traits and demographic factors mediated by achievement motivation in explaining the creativity of high school students.

The population of this study consisted of all secondary school students in Hamadan in 93-92. 300 students were selected using multistage random sampling and stratified random sampling (gender as a class) and completed Torrance creativity, Shout emotional intelligence, personality (NEO), achievement motivation (HAMQ) and demographic factors questionnaires. Data were analyzed using SPSS 22.

Findings: The results showed that there is a significant positive relationship between emotional intelligence and creativity. Among personality traits, extraversion and flexibility had significant positive relationship with creativity. Neuroticism has a significant negative relationship with creativity. There is not a significant relationship between agreeableness and accountability with creativity. There is a significant positive relationship between achievement motivation and creativity. Among the factors of population "economic situation of family", has about 143/0 impact on increasing student's creativity.

The present study was an attempt to investigate the effectiveness of hardiness Training (Kobasa Mody model) on the students’ test anxiety and academic achievement in the Fourth grade primary schools of Ilam. The population consisted of all elementary school male students in Ilam. The sample in this study, selected through amulti-stagecluster sampling method, included 120 male students. Who were assigned in the experimental (n=60) and control groups (n=60). To measure the research variables, Test Anxiety Inventory (TAI), and students’ achievement tests, were used. The research design was pretest, posttest with control group. Having selected the participants, the researcher administered the pretest in both experimental and control group. Then, the experimented group received hardiness training in 12 sessions, at the end of which the post test was given to both groups. Then, the data were analyzed using multivariate analysis of covariance. The results showed that hardiness significantly lower than 0/05 reduced test anxiety and increased academic achievement of the students in the experimental group.

To determine both the individual and joint contribution of the four variables of global self-esteem, self-concept, self-determination moti-vation, and learning strategies in predicting stu-dents academic achievement, 417 students of the first grade at high school in Saghez City (con-sisting of 226 boys and 191 girls) were selected by stratified random sampling and answered the Rosenberg`s Global Self-esteem Questionnaire, Saraswat`s Self-concept Questionnaire, Vallera-nd`s Academic Motivation Scale, and Pintrich & Degroth`s Learning Strategies Questionnaire. The data were analized by multiple regression analysis method. The findings are indicative of the fact that variations in academic achievement can be pre-dicted, by academic self-concept, learning stra-tegies, and self-determination motivation vari-ables.

Adolescence, is a critical period which is always associated with the process of identity formation. Part of this growth process is seeking danger which is shown in the shape of unhealthy sexual behavior, alcohol, tobacco and other items. Personality characteristics and parenting styles in the critical period of adolescence can provide a context for an orientation to addiction. The purpose of this study was to present a model to predict the adolescent’s orientation to addiction based on personality characteristics and parenting style. For this purpose, in a descriptive study, 500 boys and girls high school students were randomly selected from Qazvin city. They were tested in terms of orientation towards addiction, five major factors of personality and parenting style. Results of regression analysis indicated that there is a significant difference among the mental-neuroticism, openness to experience, having conscientiousness and parenting styles (Permissive, autocratic, authoritative) with the attitude of students in relation to addiction. Considering the obtained model, with increased scores in these variables, the odds of a positive attitude to substance use will increase. It seems that personality traits and parenting styles have a significant difference with attitudes towards addiction in male and female students. They can be effective in preventing orientation towards addiction.