عباس حبیب زاده

The purpose of the current research was to predict academic resilience based on the five big personality factors as well as the dimensions of perfectionism. The research method was correlational. The statistical population of the research included all the female students of Qom University in the academic year of 2019-2020, of which 363 were selected by stratified sampling based on the size of the faculty as well as Morgan's table.  They were asked to answer the academic resilience questionnaires of Samuels (2004). ), Neo's personality traits (1985) and dimensions of Tehran's multidimensional perfectionism (Basharat, 2016) that were sent to them through virtual networks. Data were analyzed using SPSS26 software at both descriptive level (mean, standard deviation and variance) and inferential one (correlation coefficient and regression analysis). The findings showed that academic resilience has a significant and inverse relationship with neuroticism. On one hand, there is a significant and direct relationship between academic resilience and extroversion, receptivity, responsibility, and self-oriented as well as other-oriented perfectionism. On the other hand, the findings indicated that neuroticism, extroversion, agreeableness, conscientiousness, and self-oriented as well as other-oriented perfectionism have the ability to predict academic resilience. In general, according to the obtained results, it can be concluded that personality traits and dimensions of perfectionism can predict academic resilience.

The present study aimed to examine classroom management based on teacher emotion and the classroom organizational climate mediated by the teachers emotional creativity and self-efficacy. A descriptive-correlational method using structural equation modeling was employed. The participants included all members of academic staff of Farhangian University (N= 7000) of these, 416 individuals were selected via random cluster sampling method and participated in the study. Data were collected using the following five questionnaires: a) the questionnaire of teacher emotion (Chen, 2016), measuring emotions related to pleasure, sadness, anger and fear, b) the Class Management Questionnaire (Wolfgang & Glickman, 1986), measuring 3 factors (Educational management, people management and behavior management); c) the Teacher Self-Efficacy Questionnaire (Bandura, 1997), measuring self- efficacy for decision making and educational self-efficacy, disciplinary self-efficacy and self-efficacy for creating a positive atmosphere, and d) the Emotional Creativity Questionnaire (April, 1991), measuring 4 factors (Innovation, effectiveness, originality, and readiness), and e) the Organization Climate Questionnaire (Hoplin & Kraft, 2000), measuring 8 factors (spirit, harassment, intimacy, interest, consideration, distance, influence and dynamism, emphasis on production) and using 4 questions. Data were analyzed using structural equation modeling and Sobel test using AMOS 24 software.  To examine the effect of the mediator variables, the boot stroop test was used. The findings revealed that teacher excitement and the classroom organizational atmosphere had a significant effect on classroom management, and this was mediated by the teachers self-efficacy and emotional creativity.  Managing their anxiety and emotion and boosting their self-efficacy, teachers can have a significant impact of students learning. Therefore, educating teachers bases on such principles can contribute importantly to educating effective teachers.

The purpose of the present study was to investigate the role of psychological well-being on academic burnout through the mediation of achievement goals.

The method of the current research was the correlation design through structural equation modeling. The statistical population included all students of psychology and educational sciences of the Faculty of Humanities, Islamic Azad University of Qom in the academic year 2019-1400, who were selected by available sampling method in the number of 440 people. In order to collect data, three questionnaires were used: Moslesh's academic burnout, Rif's psychological well-being, and Midgley's and colleagues' progress goals. Pearson correlation coefficients and structural equation modeling were used for data analysis.

The findings showed that psychological well-being with a standard coefficient of 0.60 was effective on goal orientation and with a standard coefficient of -0.25 on academic burnout. Also, goal orientation with a standard coefficient of -0.55 was effective on academic burnout. All effects were significant at P>0.001 level. The results showed that psychological well-being has an effect on academic burnout through the mediation of achievement goals.

In order to reduce academic burnout, it is suggested to the experts in the field of education to pay special attention to the components of psychological well-being and goal orientation in students.

Different factors such as motivation and anxiety can affect the students learning activity. Therefore, educational research has shown that motivation is one of the essential factors for the improvement of student performances. Using a person-based approach, the present study aimed to determine the motivational profiles (clusters) of students and to compare their exam anxiety considering these profiles. This study was conducted with a comparative-descriptive method. The statistical population of the study was middle school boy students. 203 grade eight and nine students were choose by multiple stage cluster sampling method. They completed the Achievement Goal Questionnaire as well as the Exam Anxiety Questionnaire. Cluster analysis and ANOVA were used for data analysis using SPSS software. Cluster analysis revealed four motivational profiles for the students: 15.7% for performance avoidance cluster, 29.5 % were placed in the mastery oriented and performance-oriented cluster, 21.1 % were placed in the lack of motivation cluster, and 33.4 % were placed in multiple motivation one. The exam anxiety in the clusters including lack of motivation as well as performance avoidance was more than the other clusters (p<0.001). The findings of this study will help those involved in the area of education make effective attempts by planning helpful educational program, so it promotes the students’ learning motivations during the academic years.

With the expansion of the use of the Internet and virtual Internet networks, it seems necessary to conduct research on these networks and the type of user behavior and its effects on them; To pave the way for more useful use of this new technology. For this purpose, the present study was conducted to determine the relationship between the profile options of female users (20 to 24 years old) of Instagram, with their religious beliefs among users referring to psychological centers in Qom. Thus, 170 single girls aged 20 to 24 who had Instagram and referred to psychological centers in Qom were selected by the available method. Also, in order to collect data, a standard questionnaire measuring the religious beliefs of the temple was used; Data were analyzed using Pearson correlation coefficient and regression by Inter method. The results showed that among the 4 components of religious beliefs (personal religious behavior, collective religious behavior, practical religious behavior, religious behavior) and the structure of religious beliefs, none of the components had a significant relationship with self-disclosure of the sample through name and bio in Instagram profile. . Among these four components of religious beliefs and the structure of religious beliefs, all had a negative and significant relationship with self-disclosure of Instagram users through the presentation of photos. The results also show that people who had higher religious beliefs in any way had less self-disclosure by posting photos on Instagram.

Background and Objectives:

 Flipped classroom is an educational strategy or a model for teaching and learning in which the traditional and common structures of the learning process are reversed, that is, in a word, what used to be done in the classroom is assigned to the home. And the processes that students used to do at home are transferred to the classroom. As a new method, this method can be effective on the psychological variables involved in learning, one of which is self-efficacy. The current research was conducted with the aim of comparing the effectiveness of flipped instruction and traditional teaching of English language on the self-efficacy of the 10th grade students

The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research consisted of the tenth-grade male students of Qom. The sample of this study included 60 students (30 in the experimental group and 30 in the control group) who were selected via available sampling. The experimental group underwent reverse training for 12 sessions, and the participants in the control group were trained with the traditional method for the same period of time. In the flipped classroom group, videos and podcasts prepared in the form of CDs were used, and pamphlets were also prepared in the printed form so that if the students did not have access to the Internet, they could access the materials. The content used in this research included two lessons from the 10th grade English book. To collect the data, the English self-efficacy questionnaire of Wang (2014) was used. This questionnaire had 32 items that measured the components of listening self-efficacy, reading self-efficacy, writing self-efficacy and speaking self-efficacy. Multivariate covariance analysis method was used to analyze the data. To analyze the data, SPSS (21.00) was used.

The results of this study showed that flipped instruction had a significant effect on dimensions of self-efficacy such as reading self-efficacy (F= 335.48 sig= 0.001), speech self-efficacy (F= 91.69 sig= 0.001), and writing self-efficacy (F= 125.63 sig= 0.001), except for the auditory self-efficacy (F= 0.692  sig= 0.506).

Learning English is the result of interwoven factors such as the learning environment, necessary facilities and equipment, learning conditions and suitable educational methods. The results of this research showed that conducting the class in a reversed manner can be effective in increasing English language self-efficacy as one of the important cognitive skills in learning English. In flipped classroom, increasing the duration of learning at any time and place other than the classroom and the possibility of doing more exercises will make the students master the material and thereby, will create a context for them to be successful. By relying on the educational technology, the flipped classroom makes the contents of the textbooks, especially the English book, more attractive for the students and makes learning more enjoyable. The findings of this research can encourage educational planners to use the flipped classroom approach to improve the cognitive skills and academic performance of language learners by highlighting the role of reverse teaching on students' English language self-efficacy.

The present study was conducted to determine the effectiveness of teaching cognitive strategies on different levels of reading comprehension of narrative and informational texts among third grade elementary students of Dezful. This study was based on a multiple-baseline design across subjects. The tool used in this study was a set of teacher-made comprehension tests that included 20 texts matched in both narrative and informational genres. The study was conducted in 60 individual sessions for three subjects, Comprehension was assessed orally by semi-structured interviews. Finally, using graphical analysis and two nonoverlap methods i.e. NAP and TAU in Excel 2019 the effect sizes was calculated, and the results were discussed. After analyzing the data, although the effectiveness of strategic instruction method was evaluated, there was no significant difference between comprehension of the experimental and control subjects. However, in the separate analysis of the texts, it was observed that in the narrative texts, strategic instruction is more effective than the traditional one with effect sizes of 83% and 67%. Also, a similar significant difference was observed between subjects' reading comprehension in the levels of literal comprehension and reorganization, but no significant difference was found in the level of inferential comprehension. The results of this research showed the effectiveness of strategic instruction on reading comprehension based on low-level thinking.

The aim of present study was to predict limb social anxiety based on some body composition indices (BMI, WHR) and body image in female high school students in the fourth district of Qom. The research method was descriptive-correlational. The statistical population consisted of all girls aged 15 to 19 years of secondary school in the fourth district of Qom, of which 150 people were selected via purposive sampling method and completed the questionnaires of determining the social anxiety of the limbs and questionnaire the body image and their body mass index and waist to hip ratio were evaluated. The data were analyzed by Pearson correlation coefficient and simultaneous multiple regression analysis. According to the regression equation and standardized coefficients, the results showed that the variables of BMI index and body image index have a significant effect on social anxiety, so that per unit of change in each of them, respectively, 0.213, 0.557 change It is created in the criterion variable (social anxiety of the body). According to result, it seems that body image index (satisfaction of different body parts and then the individual's attitude about weight) has the most important and effective role on social anxiety.

The aim of this study was to determine the fit of structural equations of emotional breakdown based on identity confusion mediated by defense mechanisms.

The research method was descriptive and the correlation research design was structural equation modeling. The statistical population of this study included the statistical population of this study including all adolescent female students with emotional failure in the 2019-20 academic year of Nurabad city. The sample of this study included 250 people who were selected using purposive sampling method. Data were collected using the Love Trauma Syndrome Questionnaire (Ross, 1999), the Personality Organization Questionnaire (Kernberg, 2002) and the Defense Mechanisms Questionnaire (Andrews et al., 1993). Research data were analyzed using Pearson correlation coefficient, structural equation model and SPSS software version 22 and AMOS version 22. Significance level in this study was considered 0.05.

The results showed that confusion had an indirect effect on emotional failure, so the existence of an indirect relationship between research variables is confirmed with 95% confidence (P <0.05).

It can be concluded that personality organization has a mediating role in the relationship between defense mechanisms and emotional failure.

Religiosity is one of the constructs that has been recently considered in the field of positive psychology as it can play a significant role as an effective factor in preventing disorders and maintaining mental health. The aim of this study is to investigate the mediating role of religiosity in the relationship between hope and resilience among the students.

The research method is descriptive-correlational and the population is students of Qom Islamic Azad University selected according to Morgan Index from among 3750 persons through accessible simple random sampling. To collect data, connor and davidson resilience scale (CD-RIS-25), Snyder Hope Questionnaire and Gluck and Stark Religiosity Scale were used and data were analyzed using AMOS and SPSS software, v. 19 through Pearson Coefficient Correlation, Multiple Regression and Path analysis.

The coefficient correlation between the hope parameters (factorial and strategic thinking) and religiosity and resilience has been positive at the alpha level of 0.01 (P<0.01). Based on the results of Path analysis, religiosity parameters (factorial and strategic thinking) have direct and indirect positive effect on resilience. Too, the correlation between hope and religiosity has been positive and meaningful at the Alpha level of 0.01(P<0.01) The correlation between the hope and religiosity is also positive and significant at the alpha level of 0.01 (P<0.01).

It is concluded that enhancement of hope affects resilience. Moreover, if the subjects experience higher level of religiosity their resilience and hope are, accordingly, enhanced.

Proper management of the classroom is one of the most important factors in improving the performance of learners, and performance improvement is one of the ultimate goals of educational systems. Therefore, it is necessary to know the factors influencing class management. Therefore, the present study aimed to determine the mediating role of emotional creativity in the relationship between teachers' emotions and classroom management at Farhangian University. The research method was descriptive-correlational using structural equation modeling and the statistical population of all professors of Farhangian University with a population of 7000 people that by random cluster sampling, 400 people were selected as the sample size. The tools used included:, Chen Emotion Questionnaire (2016), (Reliability 0.76), Wolfgang & Glickman Class Management Questionnaire (1986), (Reliability 0.767) and April Emotional Creativity Questionnaire (1991), (Reliability 0.796) were used. . The collected data were analyzed using path coefficient and t-statistic and structural equation method using SPSS software version 23 and Amos version 24. The Sobel test was also used to measure the effect of the mediating variable. The results showed that the relationship between classroom management and teachers 'emotions is negative and significant, and emotional creativity as a mediating variable improves the relationship between teachers' emotions and classroom management. Overall, the results showed that the research data has a desirable and acceptable fit and supports the research model.Keywords: Classroom Management, Teacher Emotions, Emotional Creativity. Farhangian University professors.

Man performs his actions by his powers. In fact, the forces underlie the performance of his actions. These assets are common to plants and animals in some respects and different in others.Thus, human beings manifest actions that plants and animals also have the ability to realize; It also has activities that are unique to it and that plants and animals do not have the power to do.The sages have explained the innate abilities of man under the title of "human powers". But this expression has the drawbacks of "overlap of powers", "pluralism approach" and "incompleteness". The present article, after explaining the current system and resolving the above-mentioned problems, has reconstructed the system of human innate powers based on Mulla Sadra's principles, in order to gain an understanding of his abilities.The result is that human beings have eight innate abilities from the beginning of their creation, which increase the power of these powers with the intensification of the soul. These capabilities are: Ability (1) Absorption (2) Repulsion (3) Growth and Development (4) Understanding (5) Analysis (6) Maintenance and control (7) Composition and abstraction (8) Verdict To make and decide.

Anger is one of the emotions that is widely and disproportionately used by people and has various negative consequences such as; Physical and mental illness, disruption of interpersonal relationships and legal crimes; Therefore, measuring and evaluating the level of anger and managing this emotion seems necessary. Therefore, this study was conducted to investigate the psychometric properties of the clinical anger scale. The statistical population of the present study included all Iranians aged 18 to 60 years in the period from August to October 1400. The statistical sample of the study included 322 people who were selected by available sampling method through online call. In order to evaluate the convergent and divergent validity, the second version of the Acceptance and Practice Questionnaire (AAQ - II) and the difficulty in emotion regulation scale (DERS) were used. The factor structure of the questionnaire was examined through confirmatory factor analysis. The results showed that the reliability of the clinical anger scale based on Cronbach's alpha was between 0.90 and based on the the test-retest was 0.83. Studies on the convergent and divergent validity of the clinical anger scale also confirmed the acceptable validity of the scale in the study sample. Based on the findings, it can be said that the clinical anger scale is a reliable and valid tool for measuring anger in the Iranian population.

Different factors such as motivation and self-efficacy can affect the students learning activity. Therefore, educational research has shown that motivation is one of the essential factors for the improvement of student performances. Using a person-oriented approach, the present study aimed to determine the motivational profiles (clusters) of students and to compare their academic self-efficacy considering these profiles. This study was conducted with a comparative-descriptive method. The participants were 211 high school students eighth and ninth grade who completed the Achievement Goal Questionnaire and Academic self-efficacy Questionnaire. The criterion for academic achievement was students’ total average in the Last year. The methods of cluster analysis and multiple analysis of variances were used for data analysis using SPSS software. Cluster analysis revealed four motivational profiles for the students: 12/7% of the subjects were placed in the without motivation cluster, 35/2% were placed in the triple motivation cluster, 19/6% were placed in the mastery goal orientation- performance goal orientation, and 38% were placed in multiple motivation cluster. The academic self-efficacy of without motivation cluster was lower than the other clusters (p<0.001). The findings of this study will help those involved in the field of education make effective attempts by planning helpful educational program, so promote the students’ learning motivations, during the academic years.

One of the most important issues in the field of educational psychology is to achieve conditionsthat improve and enhance the performance of learners. There is no doubt that there is only one clear way to improve learners' performance. But numerous studies have enabled researchers to identify the most effective determinants of student performance. Without a doubt, proper classroom management is one of the most important factors. The present study aimed to determine the relationship between teacher emotions on classroom management and the mediating role of self-efficacy. Descriptive-correlation method using the Structural Equation Modelingand the statistical population of all professors of Farhangian University with 7000 people who selected by the random cluster method bit win of 400 people as a sample size In this way, first the clusters are selected based on the geographical regions of the country and then randomly from the north: Gilan and Mazandaran provinces, center: Tehran, Qom, Semnan, Yazd, from the west: Ardabil, Sanandaj and Kermanshah, south: Bushehr, Bandar Abbas, and from the east: Khorasan Razavi have been selected as an example of this research.and data collected by exciting questionnaires of teacher Chen . (2016), (Reliability 0.768), in order to measure the emotions of pleasure, love, enjoyment, anxiety, anger and fear. This questionnaire includes 26 questions using 6 scale from never to forever. Wolfgang & Glickman Class Management Questionnaire (1986), reliability 0.798), this questionnaire includes 25 baseda five-scale Likert scale including: never, rarely, sometimes, often and always. This questionnaire has 3 factors: Educational management , members management and behavior management. And Bandura teacher self-efficacy (1997) (reliability 0.886) To measure self-efficacy, Bandura teacher self-efficacy questionnaire with 30 questions was used, which after examining 7 questions were deleted with the opinion of professors 23 questions remind Including self-efficacy for decision making and educational self-efficacy, disciplinary self-efficacy and self-efficacy for creating a positive atmosphere were useed.The scoring of the questionnaire using the 5-deegre Likert scale is with very low, low, medium, high and very high options. Data were analyzed by structural equation modeling and Sobel test by using AMOS 24 software. Based on the findings, the fit indices of the model were approved. And the data are reported to the acceptable extent of each of the fit indices. Index, CMIN The absolute fit index is less than 5 and is in the desired range. Indicator NFI=0.942 Or the Bentler-Bount softened index And the Tucker Lewis index TLI=0.952 and ,CFI=0.964 , All of them are adaptive fit indices with a value higher than 0.9 and are in a very desirable range. the amount of RMSE=0.06 Which is one of the economical fit indices, is less than the border of 0.8 and is very desirable and acceptable. As a result, the tested model has a fit in this with the data.To examine the effect of the mediator variable, the Sobel test was used, which shows that the mediator variable of self-efficacy has a significant effect on the studied path, and has increased the effect of teacher excitement on classroom management according to the path coefficient. Given the negative and significant relationship between emotion and classroom management, it is necessary to train teacher for emotion management. Teachers who can manage emotion manage their emotional responses in the classroom and interact better with their learners, which is a classroom management tool. Learners are usually dissatisfied with their teachers' anger and react in adolescence and young adulthood, which leads to class indiscipline and, consequently, more anger at the teacher and a lack of enjoyment of teaching and class. Thus, emotions affect students' performance through cognitive resources, learning strategies, self-regulatory and motivational strategies, and students' and teachers' interactions with the classroom and school context.Hargreaves (1998) emphasized that good teaching is enhanced by positive emotions, and that successful teachers play an important role in increasing learners' desire to learn by demonstrating their true passion for teaching. In this regard, Franzel, Goetz, Stephens and Jacob (2009) showed that while teachers' positive emotions are related to using creative and flexible teaching strategies and increasing students' motivation for progress, While teachers' negative emotions weakening creative teaching strategies. And flexibility in them also affects learners' learning outcomes.According to Bandura's theory, self-efficacy affects human behavior not only directly but also indirectly through cognitive, emotional, selective and social processes. Teachers with higher self-efficacy seem to be more resilient when confronted with adverse events in the classroom and do not accept negative thoughts about themselves and their abilities. Accordingly, self-efficacy beliefs help them perform better in the face of student misconduct and classroom disciplinary issues. Considering that Farhangian University is the only center of teacher training in the country, the best decisions should be implemented in this university.It is suggested that a unique titled” Classroom Management “be included in the general courses of this university. Also, due to the significant relationship between emotion and classroom management, it is suggested that educational programs in the field of emotion recognition and emotion regulation strategies to be introduce and students' skills increase in emotion regulation by university educational planning trustees. Adding a course of ” motivation and excitement “ . And workshops by title of “ emotion on behavior and emotion management” . Education through the media has a great impact and media cooperation in education can have a greater indirect impact.. Considering the significant relationship between self-efficacy and classroom management and teacher excitement, it is suggested that educational workshops be considered whit the subject of ‘self- study’ by university professors in order to increase students' self-efficacy. Students self-efficacy and teachers will improve with more practice and continuous and specialized feedback from professors. The professors of Farhangian University must have special planning for this important issue. This study faced limitations, including the data of this study was collected during the Coved epidemic and consequently the virtual of classes. Another limitation is that the design of the present study was a correlational study in which the relationships between variables were examined. Therefore, it is not possible to make causal inferences between the studied variables. In regard to statistical population professors of Farhangian and different organization climate of this university. It must be avid to extend the result to other educational center.Keywords: self-efficacy, teacher emotions, Classroom Management, Professors of Farhangian University.

This study aimed to investigate the impact of teaching philosophy on selfregulation and social skills among female junior high school students of Qom city in the academic year of 2019-2020. This quasi-experimental study used a pretest - posttest design with a control group. The study population comprised all female junior high school students of Qom city in the academic year of 2019-2020. The sample comprised 30 (15 for each group) female students selected by convenience sampling, who were randomly assigned to to each group. Then, the participants in the experimental group participated in 12 sessions of 60 min on philosophy. Data collection tool included the Teenage Inventory of Social Skills (TISS and SelfRegulated Learning Strategies (1990). Then, the data were analyzed in SPSS.v21 software using statistical tests such as multivariate analysis of covariance (MANCOVA). The results indicate that the philosophy teaching program had significant impact on self-regulation and social skills. Based on the findings of this study, teaching philosophy improves self-regulation and social skills among female junior high school students.

The aim of this study was to investigate the fit of the model of the relationship between religiosity and excellence after trauma with the mediating role of creativity and thinking style in veterans.

The present study is descriptive and correlational. The study sample was 362 veterans who were selected by simple random method from veterans (25 to 70%) of the Martyrs and Veterans Affairs Foundation of the cities of Tehran province in (1399). Data were collected using questionnaires of excellence after Tedچیi and Calhoun (2011), Allport and Ross religiosity (1950), Torrance creativity (1966) and Sternberg and Wagner (1979) thinking style. Data were analyzed using path analysis and SPSS25 and Amos24 software.

The results of path analysis showed that religiosity on thinking style, creativity and excellence after trauma; Thinking style on creativity; Creativity and thinking style have had direct and significant effects on post-traumatic excellence.
Religiosity also has a positive and significant indirect effect on post-traumatic excellence through the mediating role of creativity.

Religiosity along with creativity has a great effect on post-traumatic excellence in people with trauma. In other words, people with higher religiosity, religiosity affects their creativity And these people, in order to return to ideal conditions, with the help of their abilities and facilities, undertake mental and psychological reconstruction; Thus excellence is predictable after impact.

The present research intends to find the role of spiritual attitudes and thinking styles in anticipating post-traumatic growth in disabled veterans. The applied research method is descriptive-correlational. Study samples include 362 disabled veterans of Iraq-Iran war (267 with 25-49% disability and 95 veterans with 50-70% disability) selected from various cities of Tehran province using stratified random sampling and evaluated using Jaeger et al spiritual attitude inventory (2012), Tedeschi and Calhoun’s post-traumatic growth inventory (2011), as well as the Sternberg-Wagner thinking styles inventory (1979). The results correlation analyses and multivariate regression (simultaneous regression) show a significant relation between spiritual attitudes and legislative thinking styles and post-traumatic growth in veterans; and spiritual attitudes (Beta=0.711) and legislative thinking styles (Beta=0.559) can significantly anticipate the post-traumatic growth (p< 0.01). Moreover, spiritual attitudes and thinking styles can explain 65% of changes in post-traumatic growth. Study results support that spirituality and spiritual attitudes as well as thinking style play a significant role in post-traumatic growth in disabled veterans. Therefore, it seems necessary to develop some educational or consultative plans for disabled veterans based on these findings.

The current study aimed at determining the role of cognitive emotion regulation styles in predicting students' mental health and academic performance. This research was a correlational study. The sample included 240 students from the University of Mohaghegh Ardabili in the academic year 2019-20 that were selected by random cluster sampling. Data were obtained from the cognitive emotion regulation questionnaire (CERQ), General Health Questionnaire (GHQ), and the overall average score used to measure academic performance. The data were analyzed using Pearson correlational coefficient, multiple regression analysis, and independent t-tests. Results showed that positive refocusing reappraisal from adaptive cognitive emotion regulation styles and catastrophizing from maladaptive cognitive emotion regulation styles were the strongest predictors of psychological health in students. Furthermore, academic performance was positively associated with adaptive cognitive emotion regulation strategies and was negatively associated with maladaptive cognitive emotion regulation strategies. Positive refocusing reappraisal strategy was the strongest predictor of students' academic performance. In addition, the results also showed that men used the self-blame style more than women. Considering the role of cognitive emotion regulation strategies in mental health and academic performance, educating cognitive emotion regulation strategies (especially positive refocusing reappraisal) can increase students' mental health academic performance.

The purpose of this study was to determine the impact of flipped classroom on Students' mathematical academic achievement and attitude towards mathematics. This study was conducted in the 3rd district of Isfahan. The research was an "applied research" in terms of purpose and "quasi-experimental" in terms of method. The statistical population of this study consisted of all male seventh grade high school students in Isfahan 3rd district. The sampling method was "sample available". The test group participated in a 10-session flipped classroom method but the control group received an unchanged training during these 10 sessions. In order to measure students' academic achievements, the students' scores were calculated by a formula based on both teacher-made tests of academic achievement in a mathematics lessons prepared by the researcher before and after the intervention and Mathematics Attitude Questionnaire by Aiken (1979). Covariance analysis method was used to analyze the data of this study after obtaining assurance that the necessary assumptions were not violated. The results of this study showed that flipped classroom teaching was more effective on students 'academic achievements than the traditional method, but the change in students' attitude toward math was not statistically significant. Therefore, it was concluded that planning to implement a flipped classroom in high schools can be effective in improving academic achievement in mathematics.

Object:

 The purpose of this study was to predict academic burnout based on character strengths and learning styles.

This research was descriptive and correlational. The statistical population of the study included all 429 students of the Farhangian University of Qom from which a sample of 176 was randomly selected through convenient or available sampling according to the Cochran formula. Measurement instruments included Brief Strengths Test (Peterson and Seligman, 2004), Grasha-Richman Learning Styles Questionnaire (1996), and Breso et al. (2007) Burnout Inventory. Pearson correlation test and multivariate regression test were run to analyze the data.

The results indicated that there was a reverse and significant relationship between the character strengths of courage, humanity and trancendence with academic burnout. From among the learning styles, avoidance strategy as the first factor was the most influential and contributing one in explicating academic burnout. Also, from among the two predictor variables, the character strengths contributed more significantly in explicating the students' academic burnout.

Overall, it can be concluded that students endowed with character strengths of courage, humanity, and trancendence are less vulnerable to academic burnout whereas students equipped with the avoidance strategy are more exposed to academic burnout. The study also implies that educational burnout in students can be partly prevented by controlling these overlapping and intervening variables.

Different variables such as motivation, self-esteem, and learning methods can affect the learner during learning activity. Therefore, educational research has shown that motivation is one of the essential factors for the improvement of student performances. Using a person-oriented approach, the present study aimed to determine the motivational profiles (clusters) of students and to compare their self-control considering these profiles. This study was conducted with a comparative-descriptive method. The participants were 204 university of Qom students that were choose by multiple cluster sampling method. Participants completed the Tangeny self-control (2002) and Snyder hope scale (1991). The statistical methods was cluster analysis, ANOVA. Cluster analysis revealed three motivational profiles for the students: 38/2% of the subjects were placed in the low quantity motivation group, 38/7% were placed in the moderate quantity motivation group, the high quantity motivation group (25%). The behavioral self-control of low quantity motivation group was lower than the other clusters. The findings of this study will help those involved in the field of education make effective attempts by planning helpful educational program, so promote the students’ learning motivations, particularly the senior ones during the academic years.

One of the most important factors self-steam problems is early childhood experiences with parents. These experiences have an important role in developing self-steam, thus in this study the aim was to examine the structural relationship of attachment styles and aggression with the mediating role of the self-steam in students. The participants included 150 high school girl students of Khoy city that were chose by available sampling method. Hazan and Shaver attachment styles scale with the Cronbach alpha coefficient 0.81, Rosenberg self-esteem scale with the Cronbach alpha coefficient 0.84, and Buss and Perry aggression scale with the Cronbach alpha coefficient 0.89 were administered. Structural equation modeling (SEM) and Sobel tests were conducted to explore direct and indirect pathways of study’s model respectively. Results showed that attachment styles and self-esteem also self-esteem and aggression in students have a direct relationships. The results indicated that self-esteem has a significant mediating role on the relationship between attachment styles and aggression. The findings of this study could help counselors and school psychologist to reduce students’ self-esteem and aggression problems.

Aims: The present study was an attempt to assess the sense of coherence and education selfconcept in the children of veterans with secondary trauma stress disorder and normal children in the city of Qom.
The study sample consisted of all seventh and eighth grade students in Qom. These students were chosen by a multi-stage cluster sampling method. Based on the number of students veteran children boys (304) and 196 male (total 500) in the seventh and eighth bases are chosen studying in 1393-1394 . Participants were assessed by using the Secondary Trauma Stress Scale (STSS). And then post-traumatic stress disorder in veterans 'children were identified (76 boys, 49 girls’ total 125). The next step is to compare the two groups (children of veterans and normal) sense of coherence and academic self-study questionnaires were completed. In addition, methods for data analysis, descriptive statistics, ANOVA test was used in the MANOVA. Statistical analysis revealed that the sense of coherence and the self-concept of students was significantly affected by Secondary Trauma Stress. It can be also mentioned that the children with Secondary Trauma Stress and those who are differ with each other in regards to sense of coherence and education self-concept.
Psychological problems in the children of veterans led to low academic self-concepts.
Despite the important role of Secondary Trauma Stress and a sense of coherence and academic self-concept in veteran children, educational programs can be used in order to reduce Secondary Trauma Stress disorder.