زینب علوی

The purpose of this study was to determine the mediating role of academic eagerness in the relationship between classroom psychosocial atmosphere and academic well-being among a high school’s first-grade students in Khorramabad, in the academic year 2015-2016.

The research method was correlation and the type of structural equation model. The statistical population of the study consisted of all students of the first grade at the high school educating in the academic year of 2015-2016, 8700 students, in Khorramabad city. Among the students, 385 were selected as a research sample by stratified sampling method and based on the Cochran formula. The data collection tools included the questionnaires of the Academic Engagement of Schaufeli et al. (2002), Classroom Psychosocial Environment of Fraser et al. (1995), and Educational Well-being of Tuominen-Soini et al. (2012). For data analysis, Cronbach's alpha, structural equation model, confirmatory factor analyses were used. The data were analyzed using Amos software. The research model was evaluated using structural equation model fitting indexes.

The results showed that the psychosocial environment of the classrooms has a positive and significant effect on academic engagement and well-being. Further, the academic eagerness has a positive and meaningful impact on educational well-being, but the academic engagement does not mediate between the classroom psychosocial environment and academic well-being. Therefore, the hypothesis was not confirmed:(P<0/05, GFI>0/9، NFI>0/9, RMSEA<0/08)

Therefore, the psychosocial environment of the classroom plays a vital role in predicting academic engagement and well-being, and academic engagement cannot play a mediator role in the classroom psychosocial atmosphere.

The aim of this study was to evaluate the effectiveness of the therapy on the passion and tenacity of study in secondary school students was the second city of Khorramabad. This quasi-experimental study in which pretest - posttest control group design was used. The sample consisted of 40 subjects among male high school students of Khorramabad were selected and randomly assigned to experimental groups (therapy) and control group were assigned. Intervention in the experimental group in 8 sessions of an hour and a half a month of therapy, respectively. During this period, the control group received no intervention. Data were analyzed by analysis of covariance. Covariance analysis showed a significant difference between the two groups. Results showed that passion and tenacity of education in improving students' educational therapy, is effective.

This study examined the effectiveness of cognitive and metacognitive strategies on creative self and passion academic secondary school was the second city of Ilam. Methods The study was a pretest-posttest control group. In order to measure creative and enthusiastic academic self-efficacy questionnaire creative Bygytv (2006) and academic enthusiasm Shuffle (2002) was used. To analyze the data, indices descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance, multivariate and univariate ANCOVA) was used. The results showed that cognitive and metacognitive strategies to increase self-efficacy training creative and enthusiastic school children in the experimental group compared to the control group. The observations also confirmed the effectiveness of cognitive and metacognitive strategies to increase efficacy study in creative and enthusiastic students

The purpose of the present study was to investigate the effect of optimism using story telling on behavioral disorders of the fifth grade male students of elementary school in the city of "Khoramabad". The method applied was pre-test, post-test with a control group. The participants were all the elementary male students from a school in "Khoramabad", from among whom thirty were selected using "random sampling" as members of control and experimental group. Rutter behaviour disorders Questionnaire-teachers form (1967) was used to measure the students' behavioral disorders. For data analysis, descriptive statistics (mean and standard deviation) and inferential statistics (multivariate and univariate analysis of covariance) were applied. Results indicate that education of optimism through storytelling leads to a decrease in behavioral disorders of the fifth grade students in experimental group compared to control group. Current observations confirm the positive impact of optimism, through storytelling, upon the decrease in students' behavioral disorder, Therefor The use of more effective methods of storytelling optimism training on elementary school students, because storytelling efficient way to attract students, especially elementary students(p < 0/001).

The purpose of the present study was to investigate the effect of optimism on academic stress and mental health of the fifth grade male students of elementary school in the city of "Khoramabad" using storytelling. The method applied was pre-test, post-test piloting with a control group. The participants were all the elementary male students from a school in "Khoramabad", from among whom thirty were selected using "random sampling" as members of control and experimental group. Ang – Huan academic stress questionnaire (2006) and GHQ-28 inventory (1979) were used to measure the student's academic stress and mental health. For data analysis, descriptive statistics (mean and standard deviation) and inferential statistics (univariate analysis of covariance) were applied. Results indicate that educating education of optimism through storytelling leads to a decrease in academic stress and an increase in the mental health of the fifth grade students in experimental group compared to control group. Current observations confirm the positive impact of optimism, through storytelling, upon the decrease in student's academic stress and increase in their mental health.(p

In the commentary of Majma’ al-Bayan an impressive concern has been put in to “readings” of the Quran and it covers more than the seven common readings. It is so that citation of companion’s readings and rare readings are usual in this book.The Shaykh Tabarsi predominantly prefers and takes the Haf’s narrative from Asim as principle over other readings while being at the judgment stand between different readings. But in some cases, he prefers “Abu Bakr Sha’aba ibn Ayash’s” Narrative from Asim Over “Hafs’s” Narrative.This paper has studied the preference of choosing the readings of Asim per narrative of Abu Bakr Sha’aba ibn Ayash over the other narrator’s narrative of Asim, meaning Hafs, in the Majma’ al-Bayan commentary book.