سمیه حسن نیا

The purpose of this study was to determine the validity, reliability and factor structure of McMahon and Good's (2015) Moral Metacognition Scale in Iranian students.

For this purpose, 524 undergraduate students of Yasuj University in the academic year 1395-96 were selected using multistage cluster random sampling. Correlation coefficients between factors with total factor scores, Cronbach's alpha coefficient, exploratory factor analysis, and second-order confirmatory factor analysis were used to assess the internal consistency and validity of the scale.

The results showed that the questionnaire had a good reliability (0.90), and exploratory factor analysis confirmed four factors, and second-order confirmatory factor analysis showed that the structure of the questionnaire had a good fit with the data and all goodness of fit indices were confirmed for the four-factor model underlying the questionnaire. According to the main research, these factors were named metacognitive regulating factor, expressive cognitive, procedural cognitive, and conditional cognitive knowledge.

These results suggest that McMahon and Good's (2015) moral metacognition scale can be used as a suitable tool for measuring students' moral metacognition in Iran.

This study aimed to investigate the causal relationship between academic engagement and academic support with the mediation of psychological capital. For this purpose, 230 elementary school students of Yasuj were selected through multistage cluster sampling method. Three questionnaires were used to collect data, namely Sands and Plunkett’s, Academic Support Scale, Luthans and Avolio’s Psychological Capital Questionnaire, and Reeve’s Academic Engagement questionnaire. Data was analyzed via path analysis using structural equation modeling. The findings corroborated the good fitness of the model with the research data. Besides, the results demonstrated significant and direct paths between academic support and academic engagement, psychological capital and academic engagement, and between academic support and psychological capital. On the other hand, the indirect path from academic support to academic engagement through psychological capital was also significant. In sum, the results of this study show that academic support by affecting psychological capital can lead to effective involvement of students in educational and learning activities.

morality and moral behavior are important aspects of individual and community health. Therefore, understanding the factors that influence the conduct of moral behaviors can be a step towards increasing moral behaviors and reducing immoral behaviors. Accordingly, the present study aimed to investigate the causal relationship between personality dimensions and moral behaviors through mediating moral metacognition.

The present research is a descriptive-correlational study. For this purpose, 524 undergraduate students of Yasuj Universities were selected by multi-stage random sampling method. In this study, three questionnaires including Big Five Personality Inventory, Moral Metacognition Scale and Moral Behavior Inventory were used. The data were analyzed using structural equation modeling.

The results showed that neuroticism, conscientiousness, and openness to experience were predictors of moral metacognition and extroversion, agreeableness, neuroticism and conscientiousness were predictors of moral behavior. Indirect paths were significant from three dimensions of personality including openness to experience, neuroticism, and conscientiousness to moral behaviors through moral metacognition.

The results of this study indicate that personality dimensions through ethical metacognition can result to moral behaviors.

The present study seeks to adapt Bandura’s theory of visual learning processes in the Quran. This theory is one of the most important theories in educational psychology. The main thrust of the present study, is, thus, to adapt visual learning processes in the Quran. More specifically, an attempt is made to determine which Quranic verses and conceptions correspond to the four visual learning processes suggested by Bandura. In order to accomplish this, an analytical-deductive research design is adopted. Given the objectives, the present study could be considered as a Quranic study. The findings suggest that visual learning is used in ethics and in the implementation of religious teachings. In addition, the findings indicate that it is possible to relate each visual learning process to specific verses and discussions contained in the Quran. Note that in this study, each stage is adapted according to the Quran

This study aimed to investigate the causal relationship dimensions of perfectionism and test anxiety of goal orientationwas through mediation. For this purpose, 320 students were selected from Shiraz high schools using multi-stage random sampling. three authentic questionnaires were used to collect data. These questionnaires included Perfectionism Inventory Hill et al (2004), Sarason Test Anxiety scale (1984) and Scale of achievement goals. Path analysis using structural equation modeling was implemented for data analysis. Findings showed that the model had a good fitness with the research’s data. In this study, direct path positive perfectionism with dimension of thinking irrelevant was significant negatively. The direct path negative perfectionism to test anxiety (Stress and anxiety, and somatic symptoms and thinking irrelevant) was significant. And direct path positive perfectionism with mastery and performance goal orientation was significant. But the direct path negative perfectionism to mastery and performance goal orientation was not significant. Mastery goal orientation all aspects of test anxiety (Stress and anxiety, and somatic symptoms and thinking irrelevant) negatively predicted. But performance goal orientation did not predict any of the dimensions of test anxiety. positive perfectionism, indirectly, through mastery goal orientation with all aspects of test anxiety (Stress and anxiety, and somatic symptoms and thinking irrelevant) was significant. People with positive perfectionism to choose mastery goals, in stressful situations, such as test anxiety experience less anxiety.

The aim of this study was to investigate the structural relationship between assertiveness and happiness with the mediation of self-efficacy. For this purpose 356 undergraduate students were selected from the state universities of Tehran through random sampling. Three authentic questionnaires were used to collect data. These questionnaires included Oxford Happiness Questionnaire¡ Assertiveness Inventory¡ Sherer¡ General Self-Efficacy Scale. The reliability and validity of these instruments were checked and confirmed by the researchers. Path analysis using structural equation modeling was implemented for data analysis. Findings showed that the model had a good fitness with the research’s data and assertiveness and self-efficacy predicted happiness directly. Besides¡ assetiveness could predict happiness indirectly and more strongly than direct path with the mediation of self-efficacy. These findings indicated that assertiveness not only was a predictor of happiness¡ but also could predict it more strongly via self-efficacy.

The aim of this study was to investigate the structural relationship between perception of learning environment and academic burnout through mindfulness. Three hundred and five female students were selected from Yasuj high schools using multi-stage random sampling. The participants completed the Perception of Learning Environment (Sweeney, Sorensen, & Kemis, 1994), the Toronto Mindfulness Scale (2006), the Academic Burnout Questionnaire (Breso, Salanova & Schoufeli, 2007). The results indicated that the model had a good fitness with the data. There were direct effects of perception of learning environment on academic burnout, mindfulness on academic burnout, and perception of learning environment on mindfulness. The perception of learning environment had a slight effect on academic burnout through mindfulness. The findings suggested that perceptions of learning environment enhance meta-cognitive processes and the conscious mind by making students to engage in learning, having a sense of ownership in the classroom and doing homework effectively. Thus, increasing capacity of attention, flexibility and acceptance prevent academic burnout.

The aim of this study was to investigate the causal relationship attachment with moral foundations of moral identity through mediation.
For this purpose 285 undergraduate students were selected from the state universities of Yasuj through multi-stage random sampling. Participants answered three questionnaires including Hazan and Shaver Attachment Scale Questionnaire, Aquino and Reed Moral Identity and Moral Foundations Questionnaire by Haidt and Graham. Structural equation modeling was applied for data analysis.
Findings showed that the model had a good fitness with the research’s data. In this study, none of avoidant, and ambivalent styles were able to predict the moral identity and moral foundations. Direct path secure attachment with dimensions of moral identity was significant. The direct path internalization aspects of moral identity to moral foundations (caring, fairness, loyalty to the group, respect for authority and purity) was significant. But the direct path symbolization of identity to fairness of moral foundations was not significant. Secure attachment style, indirectly, through moral identity with all aspects of moral foundations (caring, fairness, loyalty to the group, respect for authority and purity) was significant.
Secure attachment formed in childhood can cause internal commitment to ethics, and moral identity. can lead to moral behavior .In other words, people with secure attachment style, trust to him/herself and others, Then moral values become a part of their identities, and are willing to do moral behavior in all situations.

Abstract: The family is an important part of human fate and plays a vital role in choosing the style and career of future life, pshychic and emotional health and human performance. Parents'' personality, their psychological and physical health, and also the parenting styles they employ, affect the children’s behaviors. The aim of this study was to test the causal relationship between parental meta-emotion and child resiliency, mediated by the role of emotional intelligence. A total of 240 participants were selected from Yasuj university students in school year 1392-1393.The data were gathered using 3 inventories: Conner-Davidson Resilience Scale(CD-RISC), the Emotional Intelligence Scale Sharing (EISSH) and Swinburne Meta-Emotion Philosophy Scale (SMEPS). The results of data analysis showed that there is a good fit between the model and the gathered data. The direct paths from coaching to emotional intelligence, awareness to emotional intelligence, emotional intelligence to resiliency and coaching to resiliency were significant. The indirect paths from coaching to resiliency and awareness to resiliency were also significant. But the direct path from awareness to resiliency was not significant. The model showed a causal relationship between parental meta-emotion and child resiliency, mediated by the role of emotional intelligence. This shows that parental awareness of different kinds of children’s emotions and guiding them when experiencing these emotions, would be a good help for them to improve their emotional proficiency, emotional management and making a good relationship with others.As a results, it can enhance children’s compatibilities and resiliency in difficult situations.

This study aimed to investigate the effectiveness of emotional regulation on happiness and self -efficacy of female-headed households. The method of study was Semi- empirical (pretest and posttest) with a control group. The study population included all female-headed households in Yasuj welfare organization and 30 of these women by multi-stage cluster sampling method were selected and assigned to experimental and control groups، respectively. The Oxford Happiness Questionnaire and Scherrer’s self-efficacy questionnaire were used. After randomlyselectingtest and control groups، emotion regulation training on the experimental group for 8 sessions of 90 minutes were performed for 2 sessions per week. After completing the curriculum، both groups were assessed. The data was statistically analyzed by using covariance analysis. The results of the data showed that emotion regulation training with control of pretest effect can increase happiness and self-efficacy among the experimental group in comparison with the control group. Emotion regulation skills can control and help people in emotional situations and Lead them into a better performance in these situations.

This study aimed to investigate the effect of emotional regulation on happiness and self -efficacy of female -headed households. Method of the study was semi- empirical (pretest and posttest) with a control group. The statistical population included all female-headed households supported by the welfare organization of Yasuj and 30 of these women with multi-stage cluster sampling method were selected and assigned to experimental and control groups respectively. The Oxford Happiness Questionnaire and Scherrer''s self-efficacy questionnaire were used to collect data. After randomly selecting test and control groups، emotional regulation training on the experimental group for 8 sessions of 90 minutes in 2 sessions per week was performed. After completing the curriculum، both groups were assessed. The data was statistically analyzed by using covariance analysis. The results showed that emotional regulation training with the control of pretest effect can increase happiness and self-efficacy among the experimental group compared with the control group. Emotional regulation skills contribute to have better performance in emotional situations and they experience more happiness and are more effective because they can control the situations better.