فرشته باعزت

Children often spend time in educational spaces with high levels of stress, which hinders their creative flourishing and development of their talents. Therefore, in order to protect their mental health, the school environment should be considered in accordance with their conditions. Many indicators (light, ventilation, furniture, color, green space, etc.) are effective in stress level, the most important of which is the green space. The present study investigates the effect of plants in the interior environment of classroom on reducing student’s stress

this descriptive-survey research tries to collect data by creating a quasi-experimental green space in the classrooms. The statistical population in the pre-test were all students (178 people) of the Shohaday-e-Modafe-e- Haram elementary school of Shahin Shahr in fourth, fifth and sixth grade and both sexes.74 students with higher than average stress level were selected purposely for experiment to collect information, the CSSS Children's Stress Symptoms Questionnaire was used with pre-test and post-test groups, of the 2-point Likert type "Yes" and "No". SPSS software version 21.0 was used for Data analysis and ANOVA one-way analysis of variance was implemented to infer the significance of research steps.  

using plants inside the classrooms are effective on reducing stress level with a probability level of 95% which is statistically resulted as significant (P<0.05) in girls’ fourth grade (0.00), boys’ fourth grade (0.04), girls’ fifth grade (0.00), boys’ fifth grade (0.00), and girls’ sixth grade (0.001).

the averages that are resulted through questionnaires demonstrate, in a descriptive and inferential manner, the significance between different stages of the research which proves that using plants in the classroom in elementary schools is effective in reducing student's stress level.

The purpose of the present study was to investigate the effect of generative learning teaching based to pattern cognitive Load on the memorization math of 7th grade students of in the academic year of 2021- 2022. The research method is quasi-experimental with pre-test and post-test with four groups: two control group and two experimental groups. The statistical population of the study consisted of all 7th grade male and female students of District 2 of Mashhad city that 112 person sample was selected by single stage cluster sampling method. The subjects in the experimental group involved in generative learning based to cognitive Load in 16 sessions and the control group did not receive any interventions. The research instrument consisted of a 20-questions researcher-made test. To analyze the obtained data, Multivariate analysis of covariance and SPSS version 24 software were used. The results showed that generative learning teaching based to approach cognitive Load have a positive and significant effect on 7th grade students' memorization math. Based on the findings, it can be concluded that one of the effective training on math memorization students is the use of generative learning on the based load cognitive pattern.

Background and Dyslexia as the most common specific learning disorder is related to working memory deficiency. In this research, the effectiveness of transcranial electrical stimulation of the brain (real and sham) combined with Attentive Rehabilitation of Attention and memory (ARAM) on working memory and reading efficiency in students with dyslexia was investigated.
This research was a quasi-experimental study with a pre-test and post-test design and the study population includes all students with dyslexia aged 8-12 years old in north of Iran (Babol). Among them, 22 students were selected and randomly placed in two experimental groups (11 students in each group). After performing the pre-tests, the first experimental group was exposed to real electrical stimulation combined with ARAM and the second group was exposed to sham electrical stimulation combined with ARAM (for 12 sessions of 60 minutes). Working Memory Test for Children (WMTC) (Arjamandinia, 2016) was used to evaluate the working memory of students with dyslexia, and NEMA reading and dyslexia test (Moradi et al., 2016) was used to measure reading efficiency. The analysis of covariance was used to analyze the data.
Statistical analysis showed that the increase in working memory scores and reading efficiency in the first experimental group was significantly higher than the second experimental group (P<0.05).
Based on the findings, it can be concluded that the method of real electrical stimulation combined with ARAM was more effective compared to sham electrical stimulation method combined with ARAM. Therefore, based on the results of this research, it can be suggested to specialists of learning disorders to use the mentioned method in order to improve working memory and reading efficiency of students with dyslexia.

Childhood is the most important period of human life. Children interact with their surroundings to develop and flourish their physical and mental abilities. Today, trying to provide suitable environments for children has become one of the major concerns of architects. Increased insecurity in cities, increased construction and housing, and a decrease in houses with yards have reduced play space and ultimately the mobility of children. In recent years, a large part of children's entertainment and leisure time is spent watching TV and computer games, causing a change in children's play space and mobility, and ultimately reducing their mobility. With the outbreak of Coronavirus, followed by the closure of schools and the reduction of children in contact with each other, the construction of urban spaces for children according to the needs and creativity of children, not only for mobility but also for social life. And it leads to learning many useful activities and discovering their creativity. This study aims to investigate and identify the effective environmental components, including space construction, in promoting children's motor intelligence and prioritizing environmental components to improve children's motor intelligence.

This research has been done by descriptive-analytical method; First, articles and books related to motor intelligence have been studied, then by observing the behavior of children in summer and autumn at different hours of the day, two movements of children have been studied from two parks of Shadi park and Noshirvani park in Babol. Due to the prevalence of corona during the research and the absence of children in outdoor play areas, access to children was low, so the frequency of research and observation of children's behavior was higher. The validity of the research was based on the Trinity technique. In such a way, two experts with expertise in child psychology and experience working with children, after completing the observations and analyzing the data, have checked the correctness of the method and results. 

The research results in these two parks show that all children have motor intelligence and can be improved. Children have motor intelligence and the ability to work with objects. They use and move their limbs when playing, talking, or doing any activity. They perform very well in theatrical works and sports. They are good at opening and closing parts of an object and perform well in balanced games.

According to the obtained components of this intelligence, which include spaces with sequences, groups, spaces that arouse children's curiosity, and spaces that increase balance and movement in children, children's motor intelligence can be improved. Since the environment has a great impact on promoting children's motor intelligence, designing and constructing urban play spaces and providing a school environment, teaching in different ways (such as performing plays and conducting practical experiments to better understand the lessons) and games in school have a significant effect on promoting children's motor intelligence.

The aim of the present study was to investigate the effectiveness of impulse control training on problem solving, frustration and social competence of adolescents with behavioral disorders. The experimental research method was of experimental type with a pre-test-post-test design with a control group.The statistical population of the research included all the students of Nowshahr high school in the academic year of2018-2019, whose number was2060. The research sample consisted of36 students with behavioral disorder who were randomly selected from among the students with behavioral disorder and replaced by simple random in two experimental and control groups.To collect data, the revised checklist of behavioral problems,the short form of the social problem solving questionnaire, the frustration questionnaire and the social adequacy test were used.The results of covariance analysis showed that impulse control training in the experimental group has been associated with an increase in positive and logical problem solving and a decrease in negative,impulsive,avoidant problem solving,frustration,and an increase in the social competence of adolescents with behavioral disorders.

Impulse control training gives adolescents with behavioral disorders the ability to control their destructive behavior, which can reduce their impulsive and destructive behavior and increase correct problem-solving skills,which in turn It can improve relationships with peers in the long term,which ultimately reduces their sense of frustration,which results in an increase in their sense of social competence.In the end, based on the findings of this research, it is suggested that the effectiveness of impulse control training on other interpersonal and academic problems and adolescents be investigated.

The purpose of this study was to develop a structural equation model to measure the direct and indirect relationships of wisdom based on critical thinking with the mediation of components of information processing styles among Tehran University students.                                                                                                   

The method of the present research was in the field of descriptive-correlation designs and the analysis method was structural equation modeling. The statistical population of the present study consisted of all working male and female students studying in master and doctoral degrees of Tehran University in the academic year of 2018-2019, who were selected as the research sample. The sample size was 357 people based on the minimum number of subjects required for the obvious variables in the model. The sampling method was multi-stage random clustering. In order to collect data and measure the research variables, the wisdom questionnaires of Schmidt et al. (2012), Ricketts' critical thinking (2003) and Pasini and Epstein's information processing styles (1999) were used. Data analysis was done using SPSS-23 and AMOS-22 software. The evaluation of the research model was done using structural equation model fit indices and path analysis technique.

The examination of correlation coefficients showed that critical thinking is capable of directly predicting wisdom and has a direct and significant effect. Determining the significance of the indirect effect also indicates that the components of information processing styles (rational information processing P < 0.44 and intuitive processing P < 0.26) had a mediating role and its mediating contribution between the variables was completely positive and significant.    

The analysis of the coefficients from the model analysis showed that it explains 61% of the variance of wisdom, 32% of the variance of rational information processing, and 3% of the variance of intuitive information processing. In general, it can be concluded that the critical thinking of students should be given serious attention, because in addition to affecting the wisdom of students, it also affects their information processing styles, which results in the students at the level of higher education, on the one hand, being responsible for interpretation debates and decisions. Wise and realistic decisions are made, and on the other hand, they acquire the ability to use new educational methods and technologies in the process of solving real life problems and the importance of dealing with them wisely.

The aim of this study was to develop a model of structural equations to measure the direct and indirect relationship of wisdom based on Components of academic experiences through the mediation of components of Cognitive flexibility between the students of the University of Tehran. The method of current research is in the scope of descriptive-correlational design and the analysis method is structural equation modeling. The statistical population of the present study is included of all male and female postgraduate and doctoral students at the University of Tehran in 2009-2010 who were selected as the sample of the study. The sample size was 357 based on the minimum required subjects for the obvious variables in the model. The sampling method was random multi-stage cluster analysis. In order to collect data and measure research variables, Schmidt et al. (2012) Wisdom, Pace and Kouveh (2002) and Dennis and Vanderwall (2010) cognitive flexibility questionnaires were used. Data analysis was performed using SPSS-23 and AMOS-22 software. The research model was evaluated using the fitting indices of the structural equation model and the path analysis technique. Examination of correlation coefficients showed that academic experiences is able to directly predict wisdom and has a direct and significant effect. Determining the significance of the indirect effect also indicates that the Cognitive flexibility have a mediating role and its mediation share between the variables has been completely positive and significant., it can be concluded that the data to have a good fit with the research model

Psychologists consider self-injurious behaviors as a self-help activity that helps a person temporarily calm down, and is in fact an aggressive behavior that can lead to suicide as long as it is not treated. The aim of this study was to investigate the effectiveness of transcranial direct current stimulation on brain-behavioral systems and dark personality traits of adolescent with self-injurious behaviors.

 The method of the present study was quasi-experimental with pre-test and post-test design with control and follow-up groups. The statistical population of the study included all male high school students with self-injurious behaviors in Tabriz in the academic year 2019. The sample consisted of 30 students with self-injurious behaviors (includes 15 people in each group). The sample selection method was that first 30 students with self-injurious behaviors were purposefully selected and screened and randomly assigned in two groups. The self-injurious questionnaire, brain-behavioral systems scale and dark personality traits questionnaire were used to collect data. The experimental group was exposed to direct transcranial electrical stimulation for 20 sessions every other day. Data were analyzed using multivariate analysis of variance test and employing SPSS-24 software.

The results showed that transcranial direct current stimulation caused decreased behavioral activation (P<0.001) increased behavioral inhibition(P<0.001) and decreased antisocial behavior(P<0.001) in adolescents with self-injurious behaviors.

According to the findings of this study, it was found that direct transcranial electrical stimulation had an effect on brain-behavioral systems and dark personality traits of students with self-injurious behaviors.

Weakness of students with dyslexia–dysorthographia in encoding, storage, and retrieval of phonetic writing system leads to the high importance of creating and implementing effective interventional programs in the field of specific learning disabilities. So, the aim of the present study was designing COROOR (Cognitive Rehabilitation of Orthography & Reading) computer-based cognitive rehabilitation program and investigating its effect on spelling efficacy and visual-phonological processing in the students with dyslexia – dysorthographia.

This research was a quasi-experimental study with pretest-posttest control group design and a three-month follow-up period. The population consisted of all third grade primary school boy students with dyslexia-dysorthographia who had referred to learning disabilities centers in Kashan city in the academic year 2018-2019. Among them, 20 students with dyslexia-dysorthographia based on diagnostic tests (Dyslexia syndromes checklist based on DSM-5 criteria, Wechsler Intelligence Scale for Children (WISC), and Conners Rating Scale) were selected by purposive sampling and then, randomly assigned to either the experimental or the control group (10 per group). After implementing the pretests of writing expression disorder (spelling component) (Baezzat, 2010) and visual-phonological processing (Hosaini, Moradi, Kormi Nouri, Hassani, & Parhoon, 2016), the experimental group received the COROOR computer-based cognitive rehabilitation program, while the control group underwent no intervention.  Immediately after the intervention, post-tests were performed on both groups. After three months, follow-up tests were performed on the groups. The data were analyzed using repeated measures multiple-analysis of variance.

Findings showed that 20 sessions of cognitive rehabilitation for orthographic and color detection tasks by COROOR software reduced spelling errors and improved visual-phonological processing in the experimental group at post-test and follow-up stages (p< 0.01)

According to the results, it can be said that the use of orthographic and color detection tasks by COROOR computer-based cognitive rehabilitation is effective for the spelling and visual-phonological processing of students with dyslexia and dysorthographia. As a result, it can be recommended as a useful rehabilitation method to specialists and therapists in the field of specific learning disabilities.

Target: Present research has been done for cognition of effectiveness of parental religiosity on their attitude towards childbearing. Research method is based on a survey with a Likert scale questionnaire technique. Statiscal society consists of 383 married people who live in Sari, and it has been selected by using Morganʼs table; but number of samples has increased to 460 people. Sampling method is based on simple random method.Findings show that there is relationship between parental religiosity and their attitude towards childbearing; there is relationship between parental religiosity (commitment and fulfillment of religious duties) and their attitude towards childbearing; there isnʼt relationship between parental religiosity (religious emotions) and their attitude towards childbearing; there is relationship between parental religiosity and number of their children.

Thus, the issue of religiosity is one of the factors that is able to have positive role in parental attitude towards childbearing. Therefore, it is necessary to address the issue.

Dyslexia is the most common learning disability. One of the most important factors associated with dyslexia is attention which can affect reading accuracy, speed and comprehension. Present study aimed to investigate the effectiveness of cognitive rehabilitation program and attention reinforcement on the dimensions of attention and reading efficacy in students with dyslexia.

This research was a quasi-experimental study with control group pretest-posttest design. The study population included all the male primary school students of grade 3 in Kermanshah in the academic year 2016-2017. Among them, 30 students with dyslexia were selected by convenience method and then randomly assigned to either the experimental or control group (15 in each group). The experimental group received the cognitive rehabilitation program for 12 sessions of 45 minutes, while the control group underwent no intervention. Wechsler Intelligence Scale for Children- Fourth Edition), Reading Disorder Test, Stroop Test, Wisconsin Card Sorting Test, and Continuous Performance Test were used as the study tools and data were analyzed by repeated measures ANOVA.

The findings of the study showed that cognitive rehabilitation program was effective on selective attention, shifting attention, and reading efficacy of students with dyslexia and the effect of this intervention was persistent after two-month follow up period, however there was no significant effect on sustained attention (Commitment error: F= 1.52, p≥0.05; Negligence error: F= 2.32, p≥ 0.05; Reaction time: F= 0.13, p≥0/05).

Based on the results of this study, it can be concluded that by strengthening the dimensions of attention and increasing the accuracy and more accurate processing of letters and words read, the intervention method used in this study improves the reading efficacy of students with dyslexia.

Achieving educational goals requires an appropriate place to create relevant behaviors, so the effective role of the learning environment in Improving students' learning and development, cannot be ignored. One of the environmental capabilities that can be effective in students' education in a class is the layout pattern in the classroom. As previous study stated, the layout pattern is divided into two general categories comprising traditional and participatory pattern. The former shows the pattern where people sit in a row whereas in the latter people work in groups of more than two people. In this regard, the layout can be circular, semi-circular, or optional. In this study in order to clarify the influence of the architectural studios layout on students' cognitive function, two above-mentioned patterns in different type including traditional, participatory (multi-personal groups), participatory (circular class-based) and participatory (table-based) were tested. It is worthy of note that the experimental experiments were carried out to record the student behaviors in the context of different furniture layouts in architectural studios. Therefore, much of this study is qualitative in nature and behavioral observation technique was used. Date analysis was done by using content analysis method. The statistical population of this research included 100 undergraduate and postgraduate students of architecture studying at University of Mazandaran during 2018-2019. In this regard, data achieved from deep observation studios are analyzed qualitatively to achieve the appropriate pattern of furniture layout for architectural studios of University of Mazandaran. The results of deep observation showed that traditional model increased attention to self-employment, individuality, and student-teacher dependency. Moreover, this pattern can reduce the level of enjoyment, which plays an important role in increasing learning capacity. In contrast, participatory (multi-personal groups) layout enhanced the interaction between students. In this regard, the information exchanged results in increasing collaboration in designed activities similar to participatory (table-based) layout. The obtained results from participatory (circular class-based) demonstrated that the mobility, attention and academic performance decreased. In conclusion, it is noted that the use of group layout had a greater impact on improving academic function while the using of a table setting had a greater impact on cognitive function. According to the achieved conclusions and alongside the purpose of the study, the final pattern is expressed as a composition of current patterns. It is suggested that the pattern includes: - personal spaces next to the plural ones with using flexible arrangement so that the confidentiality of the students is covered necessarily and a groups-based space can be shaped to promote interaction between them. _Making semi-open chambers for each group to make personalization for the groups in addition to sitting space with special shelves in the situation, groups can make changes in appearance as well as color of them to promote the belonging sense, pleasure of and cooperation in the classroom. _Increasing in interactive space of students with applying table-based arrangement around teacher's table to increase interaction between students and teacher as well as information exchange. _ Creating shelves for students, a small library for each class, a display space, a semi-open space beside the green space for each class.

The aim of this research was to determine the psychometric properties of Moral Identity Questionnaire.

Research method was correlational, and population included 10183 male and female students of Mazandaran University in 2017-2018 academic year. Among them, on the basis of sampling table of Morgan and Krejcie 1970 and through multistage cluster random sampling, 381 students for EFA and 384 students for CFA and reliability (in total 765) of the questionnaire were selected. In the sampling process, four faculties of humanity and social sciences, chemistry, economics and administrative sciences and basic sciences were randomly selected among twelve faculties. From the department of each faculty, two bachelor’s classes, one master class and one PhD class were selected. Totally, 726 students answered the Black and Reynolds’s (2016) moral identity questionnaire. After removing 61 incomplete questionnaires, 665 questionnaires were analyzed.

The results of EFA indicated that the questionnaire has two dimensions of moral self and moral integrity, which was verified by CFA as well. The result of Pearson correlation showed a moderate correlation between the dimensions (r= 0.29, P= 0.0001) and a very strong correlation between moral self dimension (r= 0.74, P= 0.0001), and moral integrity dimension (r=0.85, P=0.0001) with the total score of the questionnaire. Moreover, Cronbach’s alpha for the dimensions and total score varied from 0.80 to 0.85.

MIQ is appropriate for 18 years old subjects and above. It has an acceptable reliability and validity and can be used to measure moral identity of students and other classes of the society to identify moral self and moral integrity factors.

The present study was an effort to investigate the effectiveness of reality therapy group counseling on academic self-concept of students with specific learning disorder. To this end, this study adopted a pre-test/post-test/follow-up semi-experimental design. Thirty female primary school fifth graders took part in this study, which was carried out in 2016-17 academic year in Babolsar, Iran. Based on the results of the Colorado Learning Difficulties Questionnaire (CLDQ) and the participants' IQ scores, 15 participants were randomly assigned to the experimental group and 15 to the control group. The experimental group went through reality therapy group counseling for 8 sessions. The instruments used in the current study included the CLDQ, the second edition of Wechsler Intelligence Scale for Children, and the Academic Self-Concept Inventory. Adopting a mixed analysis of variance, the data were analyzed using SPSS-22 software. The findings of the study revealed that as a result of the reality therapy group counseling, the experimental group's academic self-concept post-test and follow-up scores were significantly higher than their control group counterpart (p < 0.05). Based on the findings of the present study, it is suggested that the reality therapy group counseling be used to prevent academic problems for students with specific learning disorder.

The purpose of current study was to analyze the effectiveness of Cognitive Rehabilitation Package on reading efficiency in dyslexic students. The design of the study was semi-experimental in form of pretest/post-test/follow-up with a control group. The statistical population includes all male third grade students in Kermanshah, Iran, in the academic year of 2016-17. Thirty dyslexic students were chosen through convenient sampling and randomly assigned to two experimental and control groups. Children’s Wechsler Intelligence Scale, and Reading Disorder Test were used. The experiment group, received cognitive rehabilitation for twelve 45 minutes sessions. The data were analyzed using mixed variance analysis. The findings showed that cognitive rehabilitation is effective on understanding and attention of students but not on their speed of reading. Based on the findings of this study, dyslexics are weak in cognitive functions and utilizing cognitive rehabilitation can improve the activity of these weak functions and finally result in efficient reading of these students.

One of the most prevalent disorder in childhood days is a learning disability disorders (LD), which use of effective manner to improve their problems and really is of great importance.  Therefore, in this study, the effects of sensory integration by emphasis on proprioceptive and vestibular senses have been investigated as a treatment approach for improvement problems of psychological nervous function.
This research was a quasi-experimental design with pre-test and post-test with two experimental and control groups. Out of 6-12-year-old students with specific learning disabilities studying in Semnan in the academic year of 2016-2017, after conducting the Wilkat and colleagues learning diagnostic test (CLDQ), 30 students with special learning disabilities were selected purposefully and randomly replaced in two experimental and control groups. The experimental group received a sensory integration intervention twice a week for 12 sessions of two hours, and the control group did not receive the treatment. The problems of psychiatric nerve function were assessed using Conner's psychological nerve test.
The results showed that there was a significant difference between the two groups of test and control in the performance of the psychological nerve in the post-test (P <0.001).
Sensory integrity with emphasis on proprioceptive and vestibular senses significantly improved the psychiatric nerve function in the subjects. Therefore, it is suggested that specialist centers of learning disabilities should use these methods to improve nerve function problems.

Background and Purpose: Attention is one of the essentials conditions of learning, and before starting the process of learning, the child must pay attention to the task. Therefore, present study was conducted to examine the effect of learning and cognition program of University of Utah on the (sustained, selective and shifting) dimensions of attention in young children. It was a semi-experimental study of control group design. The study sample consisted of 24 children in the 4-5 age range presenting the kindergartens of Babolsar in 2016, selected through convenience sampling based on entrance conditions of the research and randomly assigned to either the experimental or the control group. Wisconsin card sorting test (Grant and Berg, 1948), Stroop (Ridley Stroop, 1935), and continuous performance test (Rozvold, 1956) were performed on both groups simultaneously. Then, the experimental group underwent twenty 45-minute sessions of learning and cognition program of University of Utah, while the control group received no training. Finally, the posttest was performed for both groups. Results of the multivariate analysis of covariance (MANCOVA) showed that there was a significant difference in the mean score of experimental and control group in selective and shifting attentions (p <0.05). Whereas attention and its dimensions are considered as one of the essential cognitive skills; therefore, based on the results of the present study, it can be concluded that learning and cognition program of University of Utah, considering the training of cognitive skills, can increase the ability of attention in young children.

The purpose of the present research was to investigate the effectiveness of reality group therapy on academic vitality of students with specific learning disorder. The design of this study was pre-test/post-test/follow-up semi-experimental with a control group. The statistical population of the research consisted of all female primary school fifth graders with specific learning disorder in 2016 in Babolsar, Iran. Thirty students were selected through convenient sampling and randomly assigned to the experimental (n= 15) and control group. The experimental group went through reality group therapy for 8 sessions of 60 minutes. The instruments were the Colorado Learning Difficulties Questionnaire, the second edition of Wechsler Intelligence Scale for Children, and the Academic Vitality Questionnaire. The data were analyzed using mixed analysis of variances by means of SPSS-22 software. The findings show that the reality group therapy is effective on increasing of academic vitality in students with specific learning disorder. Treatment gains are maintained to some extent over the six-week follow-up (p

Until now, attention has not been paid to the stressful effect of perception of effort-reward imbalance in university students. The present study aimed at construction and validation of student version of the Effort-Reward Imbalance Questionnaire (ERIQ-S) in a sample of Iranian university students. A sample of three hundred and seventy unpaid girl students, aged between 19 and 35 years old (21.37 ± 1.91 years), were selected through multiple cluster sampling from University of Mazandaran, Iran. All participants were asked to complete the ERIQ-S, the student version of Oldenburg Burn-Out Inventory (OLBI-S), and the Academic Justice Scale (AJS). Exploratory Factor Analysis (EFA) showed five factors namely effort, esteem, security, promotion, and over-commitment (29 items) for ERIQ-S, which explained 60.79% of the effort-reward imbalance construct. The findings of Confirmatory Factor Analysis (CFA) confirmed the factor structure of the ERIQ-S. The construct validity of ERIQ-S was also confirmed by the correlation coefficients between the sub-scales and the total score of the questionnaire. The convergent and divergent validity of the ERIQ-S were supported by an expected pattern of correlations between the questionnaire and the measures of burn-out and academic justice. All correlation coefficients between the mean scores of the ERIQ-S and the scores of the OLBI-S and the AJS were statistically significant. The obtained internal consistency was markedly high (Cronbach’s α = .70 to .88). The test-retest reliability of the ERIQ-S was .83. The results suggest that the student version of ERIQ is a reliable and valid measure.

Specific learning disability has become the umbrella term for mathematics, reading and written expression disorders in updated DSM-5S. This disorder always has shown itself as a responsible factor in many kinds of academic problems. In addition to enormous academic problems, the disorder can cause many defects in students’ social relationships, especially taking an appropriate humor style. Therefore, it seems there is some differences between students with specific learning disability disorder and normal students. Because of the importance of the issue, aim of this study was to compare humor styles and social skills between high school students with and without specific learning disability disorder. The study design was descriptive and a causal-comparative type. All normal and learning-disabled high school male students of Kerman city (southeastern, Iran) constituted the study population. Eighty students (40 with and 40 without specific learning disability disorder) were selected through convenient sampling method as sample members. All the learning-disabled subjects were met the DSM-5 diagnostic criteria for the specific learning disability disorder. Furthermore, In order to comply with ethical principles, informed consent was obtained from participants and as the participation in the study was completely arbitrary; subjects could withdraw from the study whenever they wished. A diagnostic interview, Raven’s IQ test, Colorado learning difficulties (CLDQ), Matson’s social skills, and Martin's humor styles (HSQ) questionnaires were utilized for data collection. The Persian version of each instrument enjoys an acceptable validity and reliability and each of them has been used in many studies conducted in Iran. Before compare the students, Kolmogorov–Smirnov test was used to assess the normality of the distribution and Box's and Leven's test was used to assess the homogeneity of variance-covariance matrices. All the data were analyzed using SPSS software (V. 22), through Multivariate analysis of variance (MANOVA) test. Mean scores of students with specific learning disability disorder in the social skills were significantly lower than normal students were (p<0.001). Meanwhile, the mean scores of students with the specific learning disability disorder were lower than normal students were in self-enhancing humor style (p=0.043), they scored higher mean scores in aggressive (p=0.025) and Self-defeating humor styles (p=0.046). The result also showed that the differences between two groups of the students in the affiliative humor style was not significant (p=0.303). These findings signify that the students with specific learning disability disorder in comparison to the normal students have had a worse condition in perceiving and expressing the social skills. Moreover, they also have preferred negative humor styles such as aggressive and Self-defeating, instead of choosing a positive humor style such as self-enhancing, which is considered as an adaptive humor style. Regarding the fact that having effective contacts with peers, and being socially accepted by them is a good predictor for students’ future academic and social competence, and as the students with specific learning disability disorder have critical defects in employing the healthy humor styles and social skills, paying attention to these variables is of paramount importance.

Due to the importance of motivational beliefs as an effective variable in the education process, it is necessary to further more attention to this issue and its predictors. So the present study investigated the mediating role of self-efficacy in relationship between metacognitive abilities and motivational beliefs. Participants included 393 students from Mazandaran university, that selected by random multi-stage cluster sampling method. Participants completed motivated strategies and metacognitive state questionnaires. In evaluation of suggestive model was used Amos software and path analysis method. According to the amount of acquiring indexes the data fit the model: (1) metacognitive abilities was a positive predictor for the self-efficacy, and was a negative predictor for the control beliefs about learning; (2) self-efficacy was a positive predictor for control beliefs about learning, intrinsic goal orientation, extrinsic goal orientation, task value and was a negative predictor for test anxiety (3) metacognitive abilities was a significant predictor for the all dimensions of motivational beliefs. According to these results, increasing of metacognitive abilities leads to reduction of test anxiety and promote of self-efficacy, intrinsic goal orientation, extrinsic goal orientation, task value and control beliefs about learning in studentsss

Background and Self-efficacy is informed under the influence by some of individual, familial and social factors. The purpose of this study was presenting the prediction model of academic self-efficacy based on dimensions of family communication patterns with the mediate role of personality traits of students.
The present study was a correlation method that was used path analysis model. The statistical population was consisted of all of first grade high school students of Mahmood Abad city that 284 samples were selected based on cluster sampling. Research tools included the revised family communication patterns inventory (2002), HEXACO personality inventory (2004) and academic self-efficacy questionnaire (1999). Path analysis was used for data analysis.
The results showed that the model had a goodness of fitness with data of research. Extraversion (β=0.18, P Some of effective operations that will improve the children's academic self-efficacy are creation of effective communication with children, encouragement of children to express an opinion, the acceptance of probable mistakes and lapses of children, use of them in decision-makings of family and recognition of their reasonable freedoms.

The first important factor in the formation of fertility intentions is the individual’s attitude and having a positive attitude is a precondition for having a positive intention. Because the measuring attitude requires a reliable and valid scale, therefore the purpose of this study was to investigate psychometric properties of Persian version of attitudes toward fertility and childbearing scale.
The study population consisted of married women of Babolsar City in 2015. Considering the entry and exit criteria, using random sampling method chosen 300 women and completed Persian version of attitudes toward fertility and childbearing scale. for the data analysis, Cronbach's alpha coefficient, exploratory factor analysis and Pearson correlation coefficient was used.
As a result of detailed study of Cronbach's alpha coefficient scale, 3 items due to lack of appropriate correlation with whole removed and one items due to lack of acceptable coefficient on the extracted factors removed. Finally, Persian version of attitudes toward fertility and childbearing scale with 23 items and four subscales were formulated. The subscales include children as the base of life, the child as a barrier, postpone the fertility to future and Fertility after the fulfillment of preconditions.. Using the criterion validity and construct validity was confirmed the validity of the Persian version of scale. Also, with using Cronbach's alpha coefficient, the reliability of the subscales was between 0.74 to 0.86 and reliability of the scale was 0/79.
Considering the Appropriate psychometric properties of Persian version of attitudes toward fertility and childbearing scale, this scale can be used for the measurement of the attitudes in research related to fertility and childbearing.

The aim of this research was to investigate the effectiveness of teaching methods of science based on aesthetics on academic achievement of fifth grade students in elementary school .This quasi-experimental design with pre-test, post-test and follow-up with control groups. Population included male and female students in fifth grade Babolsar city, among them, 50 boys and girls were selected randomly and were assigned to the experimental and control groups. After the pre-test achievement on each of the two groups, the experimental group received 12 sessions of 45 minutes and science education through teaching methods were based on aesthetics, and control groups trained by the traditional methods. After that, in both groups, post-test (immediately after training) and follow-up test (after 3 months) was carried out. Data analyzed using repeated measures analysis of covariance was analized . The results showed that the difference between the achievement scores of the two groups was significant. Based on results teaching aesthetics as an active and effective teaching method for students to be involved in science achievement.