محمد خیر

Today, attention to the well-being of students has been prioritized by education experts. School well-being is a multidimensional concept and includes several features such as quality of life, inner satisfaction and enriched personal experience that motivate students to study and learn in academic fields and will lead to positive academic outcomes. During the last two decades, education specialists have paid more attention to the study of factors affecting academic progress, especially motivation and cognition. Education in any country is one of the effective factors in the progress of that country in the cultural, social, political and economic fields. What factors affect the academic performance of students, or what is the contribution and participation of each factor, is always one of the areas of interest for educational researchers. Educational progress and issues related to it is one of the main concerns of the education system of the countries because political, economic, cultural and social officials and decision makers around the world consider the development and progress of sociologists in the development and progress of the educational system and this development and progress from It is implemented through the academic progress of students in school and classroom. The aim of the current research was to investigate the relationship between creative educational atmosphere and academic well-being with the mediating role of academic self-concept. The aim of the current research was to investigate the relationship between creative educational atmosphere and academic well-being with the mediating role of academic self-concept.

To investigate this goal, structural equation model method was used. 540 secondary school students of Shiraz city were selected in this research by random sampling method and responded to three academic well-being scales, creative education atmosphere scale and academic self-concept scale.

According to the results observed in the correlation table, the relationships between exogenous, intermediate and intermediate and endogenous variables are significant. Also, the range of correlation coefficients between all the studied variables is from 0.22 to 0.29. In addition, the significant relationships between research variables have become significant at the 0.01 level.  As can be seen in the table of indirect effects, the creative educational atmosphere (β = 0.02, p = 0.05) significantly affects academic well-being through academic self-concept.

Academic well-being is a feature that originally originated from the foundation of positive psychology; Academic well-being does not only refer to academic progress and good performance. In general, well-being refers to high and high levels of well-being, humanity, flourishing, and intrinsic motivation, regardless of the specific situation. These characteristics are very different from usual academic behaviors and activities and do not only refer to getting excellent and good grades. Therefore, characteristics can predict academic well-being that affect higher cognitive processes. Based on this, the creative educational atmosphere by affecting the academic self-concept gives the person the personal characteristics that are known in education, and these things can lead to the conflict and busyness of the students specially. Students should be educated. Also, it brings the real value of the school and the complete satisfaction of the students. In terms of theoretical suggestions, it can be suggested that the test of other exogenous and mediating variables in the form of the model tested in this research can develop and expand the existing knowledge regarding academic well-being and academic self-concept. For example, examining variables such as parenting dimensions, attachment styles, quality of life, flexibility, and family cohesion, can provide a broader understanding and insight into the impact of family actions and individual characteristics on the endogenous variable of this research. brought Also, interested researchers can investigate other endogenous variables such as creativity, resilience, psychological toughness, and self-esteem in future research. Carrying out the research in other communities such as elementary, middle, and high school students can enrich the findings of the current research and help to determine the specific relationships between the variables in these communities to understand the effect of developmental age on this. The model will show whether it moderates the relationships between the variables or not. In addition, it is necessary to carry out this research at other times as well; because during the outbreak of Corona, living conditions were different from normal conditions. Finally, it is suggested to design educational packages based on this model and research and test them experimentally to confirm the causal relationships between the research variables. In general, in the theoretical realm, considering that the research in the field of investigating the mediating role of academic self-concept and the endogenous role of academic well-being is at the beginning of its journey, this study can be the beginning of an effort in the direction of expansion and development. Scientific bases found the mediating role of academic self-concept in the field of the effects of creative educational atmosphere and learning motivation on responsibility. In general, this research identifies the cognitive aspects of the effects of the creative educational atmosphere and academic well-being with the design of this model, and by identifying these aspects, the theoretical literature has expanded. In the field of practical suggestions, it is also suggested that in the field of application, the findings of this research can bring important information for parents, educators, and officials. One of the findings of this research was the effect of a creative education atmosphere on academic well-being and academic self-concept. Therefore, parents and school officials are expected to provide opportunities for criticism and discussion of various issues, challenges, contradictions, and opportunities for students to develop ideas so that they can improve their academic well-being and self-concept. Form education in yourself. In other words, it is recommended that educational and educational institutions provide the context for children and teenagers to promote creativity and creative thinking so that they can express their opinions and ideas in the family and different environments and discuss and discuss. Get to know each other in those environments. These matters provide the basis for experiencing more successes that lead to academic well-being and academic self-concept. In the field of research limitations, some cases are mentioned in the following: firstly, the spread of the coronavirus and the increase in virtual education and teaching in all schools have led to the fact that people's perceptions of the research variables have changed cognitively. Slow and the type of their answers may be different from normal conditions. In addition, because the questionnaires and their completion were done by the students in the virtual environment, the accuracy of the information may have decreased, so the use of other methods of collecting information such as Interviews and observation as well as face-to-face performance can provide more complete information about research variables.

Adolescence is a dangerous period for social, emotional, and psychological problems such as internal and external concerns and psychopathology. Mental health problems in adolescence predict not only the subsequent consequences of mental health but also educational progress, employment, and physical health in adulthood. Emotion regulation is known as motivational regulation in the field of emotions. Motivation adjustment is a process in which actions change current states to desired states. Based on this, emotion regulation is a process in which action is directed to change present emotions towards desired emotions (i.e. emotional goals). Regulation of emotions is generally a cognitive control behavior that plays a protective role against mental illnesses. One type of emotion regulation strategy that is associated with positive mental health outcomes is reappraisal. Goal setting refers to choosing desired goals, while goal setting refers to directing behavior toward goals. In emotion regulation, goal setting corresponds to the selection of emotional goals, while striving for goals is related to the selection and implementation of behaviors that are directed to achieve emotional goals. Activating a target automatically activates the associated devices. Mindfulness is another mechanism for enhancing coping processes by enhancing positive reappraisal, reducing catastrophizing, and building self-transcendence. Mindfulness meditation may enhance meaning-based coping processes through the process of defocusing cognitive sets. When a person shifts to a metacognitive perspective, they can stand outside of their thought content, then gain the power to make new evaluations of stressful events. As such, disengagement may facilitate positive reappraisal, a coping strategy that is critical for adaptive functioning in the face of chronic stress. In general, people tend to stick to fixed self-concepts. This clinging to an unchanging sense of self inevitably leads to stress as life events change aspects of the self that were previously considered to be one's identity; Mindfulness may reduce stress by arousing the transcendent self. In doing so, when one experientially realizes that ultimately, "life and death" and "profit and loss" are part of an integrated whole, a web of interdependence and an integrated, dynamic system that they are the basis of life, it may free a person from suffering. Because there are few studies on the role of goal setting and cognitive distortions in predicting the prospects of students in Iran, so the question of this study is whether goal setting and cognitive distortions in predicting What is the future perspective of students?

The method of the present research is a quantitative and descriptive correlation, which was approved by the code of ethics IR.IAU.M.REC.1401.036 in the code of ethics commission of Islamic Azad University, Marvdasht branch. The statistical population of the research was all female students in the second year of high school in Shiraz city (10,865 students) in the academic year of 2019-2019 and the sampling method was a multi-stage random cluster. In this way, first, one school was selected from each education district, and in the next step, three classes were selected from each school using a random multi-stage cluster method. After choosing the classes, all the students in those classes were included in the research as a statistical sample. The research tools include four standard questionnaires of the future perspective; cognitive distortions; Academic targeting; and the cognitive regulation was excitement. The data were analyzed with SPSS software.

The results of this research showed that only two variables of uncertainty in goal orientation and cognitive distortions significantly affect prospects.

In general, it can be stated that investigating the relationship between important cognitive and psychological variables such as cognitive regulation of emotion; Cognitive distortions, and goal selection with a future perspective can help planners and policymakers in designing and implementing policies and strategies to improve human capital. According to the results reported in this research, considering the high contribution of cognitive distortions, time and a special program to guide students to identify their spontaneous thoughts and beliefs in the face of various incidents and conditions are suggested. , should be designed so that with practice and practice, a person can get rid of distorted thoughts and interpretations and master his feelings. At a higher level, students' families can be invited to participate in workshops to identify cognitive distortions and ways to overcome them and to isolate the training platform for generations. The influence of uncertainty in the direction of the goal on the future perspective shows that the behavior of students should be adjusted by passing consistent courses to determine and prioritize the goal and plan carefully to achieve these goals step by step, under the rule it was accurate. Since most of the families and students are not aware of the importance of this issue, it is necessary to include these courses in the form of a curriculum and be presented them as a separate lesson in a workshop. For this purpose, several schools in different regions and provinces can be tested in terms of different facilities and conditions, and its future results and consequences can be carefully examined, and by reflecting its results and experiences, in all schools to be implemented.

The objective of the present study was to investigate the mediation role of emotion cognitive regulation strategies in the relationship between emotional schemata and learning anxiety.

Mythology: 

It was a correlational study in structural equations modeling type. The statistical population included male and female students at secondary high school in the city of Shiraz in academic year 2018-19. 253 students (131 female and 122 male students) were selected through multi-stage clustered random sampling method. The applied instruments included academic emotions questionnaire (Pekrun, et.al, 2002), emotion cognitive regulation questionnaire (Garnesfski, et.al, 2002) and emotional schemata (Leahy, 2002).

The results of Pearson correlation analysis showed that there is a significant relationship between study variables. Moreover, the results of structural equations analysis showed that emotional variables can negatively predict adaptive emotion regulation strategy and positively predict maladaptive emotional regulation strategy. Emotional schemata can negatively predict learning anxiety and maladaptive emotion regulation strategies can positively predict learning anxiety. Furthermore, maladaptive emotion regulation has a mediation role in the relationship between emotional schemata and learning anxiety. Finally, the findings implied that the model has an appropriate goodness of fit.

Considering the mediation role of emotion cognitive regulation in the relationship between emotional schemata and learning anxiety, it is a necessity for the department of education to introduce emotion cognitive regulation and attempt to teach these strategies to them through holding appropriate teaching classes.

In general Emotions are often analyzed on the basis of basic characteristics such as stimulus events, facial expressions, physical change, phenomenological experience, and functional motivations or inclinations (7). Most studies related to guilt have shown that this feeling has a positive correlation of stability with positive social and interpersonal adjustment of love (9).However, due to the teachability of emotions and the ways of expressing them, parents have a great role in this important matter. The educational measures that parents take in the field of emotional education of their children have been studied with the help of various concepts and models. One of the most important of these concepts is the philosophical philosophy of parents. There are two dimensions of emotional awareness and guidance. Emotional awareness indicates parents' awareness of their own and their children's emotions and their ability to discuss the dimensions of emotions in the family, and guidance refers to a level of parental intervention using tools such as Direct instructions and talking to children are about their emotions, as well as worrying about those emotions, respecting them, and accepting their children's emotional experiences (10).Given that adolescent psychologists consider adolescence as a time of increased emotional instability and peak emotions. Observation-based studies indicate an increase in the expression of negative emotions along with a decrease in the expression of positive emotions during puberty. Also, by studying and understanding the emotions of adolescents, their behavior can be understood; Because emotions are the cause of many human behaviors. Moral emotions that have been considered by psychologists in the last two decades have been considered as a factor for human behavior, and therefore the identification of factors affecting moral emotions can be in adolescence. Be of considerable importance.

To conduct the present descriptive and applied research, which was done by correlation method and in the field, among 10th and 11th grade male and female high school students in Shiraz in the 97-96 academic year using the Cochran's 422 sample volume formula. Secondary school students (240 boys and 182 girls) were selected by cluster random sampling. Of these 422, 206 were tenth grade students and 216 were eleventh grade students. The sampling method was as follows: first, from among the 4 education districts of Shiraz, two schools (one for girls and one for boys) were selected from each district and two classes (one tenth grade and one eleventh grade) were randomly selected from each school. Then, 30-item questionnaires of Farahijani's perspective on the parents of Evelyn Koo (2000) (10), self-conscious questionnaire, and 16 question-based scenario-based questions of Nanji et al. (1992) were distributed and collected among the sample. It should be noted that the distorted questionnaires were discarded and the rest were analyzed (8).Finally, descriptive statistics, Kalmogorov-Smirnov test and Pearson correlation coefficient were used to analyze the data using SPSS software.

The results showed that there is no correlation between research variables (Table 1). According to Table 2, a significant difference was observed between adolescent girls and boys in the guilt variable. Thus, girls's guilt score is significantly higher than boys's guilt score. The results showed that the dimension of emotional guidance is a positive and significant predictor of guilt. But he could not directly predict the feeling of shame. Also, the dimension of emotional awareness was not a direct predictor of adolescents' moral emotions (Table 3).

The results showed that the component of mother's emotional awareness, which indicates the mother's awareness of her and their children's emotions and their ability to discuss the dimensions of emotions in the family, has nothing to do with children's shame and guilt. To justify this finding, it can be said that in Iranian families, discussion about emotions is less common than guidance, and parents spend more time setting boundaries and frameworks for their children. For this reason, this dimension has not been able to predict the emotions of shame and sin.The emotional awareness dimension was not a direct predictor of adolescents' moral emotions. Unfortunately, little attention has been paid to how parents are taught to improve their children's moral qualities. Factors such as marital discord, parental trauma, and poor socioeconomic conditions prevent parents from understanding and using these skills. Some behaviors of parents with their spouse or children not only do not promote moral development, but also create serious obstacles to it. Therefore, in some families, attention to the promotion of moral transformation begins with a change in destructive behavior in the family (13). It may also be argued that in Iranian families, the discussion of emotions is less common than that of guidance, and that parents spend more time setting boundaries and frameworks for their children. For this reason, this dimension has not been able to predict the moral emotions of adolescents (13).In the present study, according to the means, it is observed that the average score of guilt of girls is significantly higher than the score of guilt of boys. This finding is in line with the findings of Baker et al. (2011) entitled "Study of the relationship between spirituality and feelings of shame and guilt in students" (7), the findings of the study of Etemad et al. (2013) entitled 9) and the findings of the research of Abbasi et al. To explain this hypothesis, it can be said that because girls are less likely than boys to commit wrongdoing and have traditionally been trained to practically be barred from doing many things, as soon as they do anything that is the slightest contradiction. With the principles and values ​​of family and society, the feeling of guilt increases in them and they feel remorse.

 Academic emotions are defined as emotions that are directly related to development activities or the consequences of progress. The classroom is an emotional place; students spend countless hours completing projects, testing, and building social relationships to achieve real-life goals, so educational situations are fascinating. Positive emotions are among the prerequisites of behavioral self-regulation. Self-regulation skills focus on the role of the individual in the learning process, and individuals use their strategies to regulate their cognition. Students who cannot express their desires, when they feel rejected or upset and angry, withdraw or become aggressive instead of expressing their professionalism. Boldness is an effective way to distinguish between withdrawal and aggression. Assertiveness allows you to break free from stereotypes and create dynamism and innovation. This study aimed to compare the effectiveness and sustainability of self-assertiveness and self-regulation training on positive academic emotions of female high school students in Kouhchenar City, Iran.

 The research method was quasi-experimental and employed a pretest-posttest and one-month follow-up design with a control group. The study sample consisted of 90 female volunteer students in three classes of the first secondary high school in Kouhchenar City in the 2018-2019 academic year. Regarding the research's purpose and method, necessary explanations were given to the students, and they were requested to complete the consent forms if they wished to participate in this research (the criteria for entering the samples into the research). The criteria for leaving samples from the study were absence during the execution of one of the tests and absence of more than two sessions in the training course. Three groups were prepared and randomly assigned in self-regulation, self-assertiveness, and control. Students in the experimental groups received training sessions related to the group title for 8 sessions, and the control group continued with their normal class schedules. The Achievement Emotions Questionnaire (Pekrun, 2005) was used in the pretest, posttest, and follow-up. Data analysis was done using descriptive (mean, standard deviation, and graph) and inferential statistics (analysis of variance with repeated measures and Bonferroni's post hoc test) in SPSS version 23 statistical software. The significance level of statistical tests was 0.05.

 Results showed that in the control group, there was no significant difference between the different test stages in the emotions of pleasure and pride (p>0.05). However, in the experimental groups, there was a significant increase in the average emotions of pleasure and pride (p=0.001) in the posttest and follow-up stages compared to the pretest. The effectiveness of self-regulation and self-assertiveness training on increasing pleasure and pride was stable over time (p>0.05). There was a significant difference between the control and experimental groups in the emotions of pleasure and pride (p<0.05). A significant difference was observed between the experimental groups (p<0.05) in the feelings of pleasure and pride.

 Based on the findings of the research, self-assertiveness and self-regulation training effectively increase students' positive academic emotions and are stable over time. In comparison, self-assertiveness training is more effective on the emotion of pleasure, and self-regulation training is more effective on the emotion of pride.

 Studies show that an unbalanced future outlook predicts delinquency, drug use, and high-risk sexual behaviors during adolescence. At the same time, having a hopeful mindset, having sufficient resources for purposeful thinking, and being familiar with the paths needed to achieve goals, lead to well-being in individuals. It also enhances a person's deep vision for the future, their learning activity, their longevity and their performance. Thus, the outlook for the future can affect a wide range of emotions, thoughts, and behaviors. The future perspective, which is defined as the current prediction of future goals, can be created by setting motivational goals in the future and creating long term behavioral projects to achieve these goals. The problem for many young people and adolescents is that they live with a relatively short-term outlook, and it is difficult for them to see the future right now. In the field of education and learning, the ability to tolerate delays in reward is very important. Students have to choose between immediate reward and short pleasure, or long-term reward and long pleasure, and here is the future perspective that gives him the power to evaluate the future. The purpose of this study is to investigate the determinants of future prospects in female high school students in Shiraz.

The statistical population of the study is all female high school students in Shiraz (10865 people) who were studying in the academic year 1399-1400. Among them, 346 students were selected as a sample by multi-stage cluster sampling method and participated in the study. The research tool was a standard questionnaire whose validity was confirmed by professors and experts and its reliability was confirmed by Cronbach's alpha coefficient.

The results of structural equation modeling showed that negative emotion regulation strategies have a positive effect on cognitive distortions, and positive emotion regulation strategies have a negative effect on cognitive distortions. Positive emotion regulation strategies have a positive effect on goal setting and cognitive distortions have a negative and significant effect on the future perspective and the effect of goal setting on the future perspective was positive. The results show that the strongest relationships in the model are related to the effect of negative emotion regulation strategies on cognitive distortions with a coefficient of 0.78 and then related to the effect of cognitive distortions on the future outlook with a coefficient of -0.55. The findings also show that apart from the relationship between negative emotion regulation strategies and rejected targeting (p <0.05), five other relationships have been confirmed in the model (p <0.05). If a person can manage and control his emotions, he will have more free space intellectually to focus on goals and goal setting. Cognitive distortions affect the future outlook (p <0.05) and the direction of the negative impact and the intensity of the impact is -0.55. Targeting has an effect on the future outlook (p <0.05) and the direction of the positive effect and the intensity of the effect is equal to 0.29. Therefore, the positive and negative strategies of the emotion regulation variable are the only external variable of the structural model of the research to which no one-way arrow is pointed. Finally, the existence of a significant positive causal relationship between goal setting and future perspective indicates that the more students expose themselves to goal setting or goal setting in the future, the more rapidly towards a future perspective. A more balanced and ideal future will move. In fact, by choosing goals in the desired area, the person is not only not bothered by the difficulty of the path, but also welcomes learning skills and doing difficult tasks to overcome obstacles in the way of his goal and pursues his goal. Acquires the necessary competence and avoids poor performance, and is more determined and does not doubt in its decision in the direction of the goal, and consequently, these measures tend to be more and more forward-looking. Will strengthen the more desirable in him.

Cognitive distortions have a negative and significant effect on the future outlook. The indirect and inverse effect of negative emotion regulation strategies, and the indirect and reinforcing effect of positive emotion regulation strategies on the future outlook in this study, reveal the need for planning to empower students in controlling and managing cognitive emotions.

Psychological well-being is a new concept derived from positive psychology and is one of the important indicators in personal and social growth and development as well as in the evaluation of educational systems. This variable is influenced by various factors such as personality traits and perfectionism. The aim of this study was to predict psychological well-being based on personality traits with respect to the mediating role of perfectionism in students. The research method was descriptive-correlational. The statistical population was all undergraduate students of Shiraz University in 2021. The research sample was 372 people who were selected by accessible sampling method. Reef Psychological Well-being Questionnaire (1989), NEO Personality Questionnaire (1985) and Frost Multidimensional Perfectionism Scale (FMPS) (1990) were used to collect data. Pearson correlation method and path analysis were used to test the research hypotheses. The results indicated that neuroticism trait (beta = -.10), conscientiousness trait (beta = 0.16) and perfectionism (beta = -0.15) directly predict psychological well-being. Also, the variable of perfectionism mediates the relationship between neuroticism and conscientiousness with psychological well-being. In general, the research findings support the role of personality traits in psychological well-being directly and through perfectionism.

The aim of this study was to investigate the effectiveness of women's psychological empowerment package on personal growth initiative and marital boredom in divorce-asking women. The research design was quasi-experimental and pre-test-post-test with a control group. The population of the present study was women applying for divorce who referred to the Dispute Resolution Council in 2020. Participants were 30 women who were selected by purposive sampling method and randomly assigned to experimental groups (psychological empowerment, 15 people) and control group (15 people). Data were collected using marital boredom and personal growth initiative questionnaires in pre-test and post-test. Participants in the experimental group received 10 sessions of psychological empowerment training intervention, while participants in the control group did not receive the training program. Multivariate analysis of covariance revealed that psychological empowerment training has increased personal growth initiative and reduced marital boredom in divorce-asking women. Accordingly, the use of this intervention is recommended to couples therapists and family therapists to reduce marital problems.

This study aimed to examine the relationships between attachment styles and academic resilience dimensions in students mediated by identity styles. The statistical population of this study was all high school students in Marvdasht (Iran) in 2020. Multi-stage cluster random sampling method was used to select the sample. In this way, 3 girls and 3 boys schools were selected from Marvdasht high schools and then 3 classes were randomly selected from each school. All students in the selected classes (356) completed the questionnaires. The Samuels Academic Resilience Inventory (ARI), Collins Revised Adult Attachment Scale, and Berzonsky Identity Style Inventory were used to collect data. Structural equation modeling was used to test the research hypotheses. According to the results, the tested model had good fit indices. Also, results indicated that attachment styles are related to academic resilience both directly and through identity styles. Overall, the results confirm the role of attachment styles and identity styles in dealing with academic and emotional challenges in school and provide the insight needed to create academic resilience in learners for school counselors.

The educational measures parents take for children's moral and emotional upbringing and their meta–emotional styles may play a significant role in developing and using children's moral emotions. Moral emotions have a major role in daily life; one key factor distinguishing people is emotions. Most researchers believe that moral emotions initiate from social communication and are connected to evaluating your and others' behavior, possibly affecting our interactions with others. The researches show that emotions, especially moral emotions, are effective in forming moral behaviors. So, the current study investigates the mediating role of adolescents' moral and emotional attribution styles in the relationship between the meta–emotional styles of parents and moral emotions (shame and guilt) in adolescents.

The current research method was descriptive correlational performed using structural equation modeling. The statistical population included Shiraz high school 10th</sup>– and 11th</sup>– grade students in 2017–2018. They were 422 students (240 boys and 182 girls) of the 10th</sup> (206 individuals) and 11th</sup> (216 individuals) grades selected in Shiraz High School. The sampling method was multi–stage cluster sampling. For this purpose, two districts were chosen randomly among the four educational districts of Shiraz. Then, two schools (one for girls and one for boys) and two classes (one 10th</sup> grade and one 11th</sup> grade) were randomly selected from each district. The inclusion criteria were to be in the 10th and 11th grades. The exclusion criterion was incomplete completion of the research questionnaires. The study data were gathered via the Parental Meta–Emotional View Questionnaire (Evelynekehe, 2006), Test of Self–Conscious Affect–3 (TOSCA–3) (Tangney et al., 2000), and Moral Emotional Attribution Styles (Amiri, 2012). The obtained data were analyzed by descriptive and inferential statistics. At the descriptive level, the mean and standard deviation and the inferential level, the Pearson correlation coefficient, and the path analysis and structural equation modeling were used in SPSS 21 and AMOS 21 software. The significance level for all statistical tests was α=0.05.

Findings showed that parental emotional guidance was a direct and significant predictor of guilt (p=0.038, β=0.11) and an inverse and significant predictor of shame (p=0.045, β=–0.09). Emotional awareness did not significantly predict shame (p=0.110, β=–0.016) and guilt (p=0.060, β=0.038). Positive emotional attribution mediated between emotional guidance with shame (p=0.040, β=0.03) and guilt (p=0.030, β=0.09). Positive emotional attribution mediated between emotional awareness with shame (p=0.013, β=0.053) and guilt (p=0.002, β=0.07). Negative emotional attribution mediated between emotional guidance with shame (p=0.050, β=0.04) and guilt (p=0.010, β=0.03). Negative emotional attribution mediated between emotional awareness and shame (p=0.001, β=0.10). Based on goodness of fit indices, the final research model fit relatively well with the data (χ2/df=2.331, AGFI=0.87, GFI=0.89, CFI=0.90, RMSEA=0.052).

Based on the research's findings, positive emotional attribution mediates between parents' meta emotional styles (emotional guidance and emotional awareness) and adolescents' shame and guilt. Also, negative emotional attribution plays a mediating role between the dimension of parents' emotional guidance and teenagers' emotions of shame and guilt, as well as between the dimension of emotional awareness and teenagers' emotion of shame.

The aim of this study was to model academic resilience based on attachment styles, school psychosocial atmosphere mediated by identity styles. The statistical population of this study includes all male and female high school students in Marvdasht, whose number in the academic year 1399-1399 was 2280 people. 357 students were selected to determine the sample size using multi-stage cluster sampling method. And through the Academic Resilience Questionnaire, Samuels, Collins and Reed Adult Attachment Styles, Delaware School Atmosphere, and Brzezinski Identity Styles were assessed. The results of simultaneous multiple regression analysis as well as Baron-Kenny hierarchical regression showed that information identity style in the relationship between attachment styles (dependence and anxiety), with future orientation, communication skills play a mediating role. . Normative identity style plays a mediating role in the relationship between attachment styles (dependence and anxiety), with positivity, future orientation, and communication skills. Information and normative identity style play a mediating role in the relationship between security and positivity, future orientation, communication skills. Confused identity style plays a perfect mediating role in the relationship between attachment styles (dependence and anxiety) and security, with positivity, future orientation, communication skills.

The aim of this study was to investigate the mediating role of adaptive and maladaptive strategies of cognitive emotion regulation in the relationship between metacognitive beliefs and learning anxiety. The present study was a correlational method. The statistical population was male and female high school students in Shiraz in the academic year of 2019. In this study, 253 students (131 girls and 122 boys) were selected using multistage cluster sampling, and evaluated using the Pekrun Learning Anxiety Questionnaire, Garnefski et al. Cognitive Emotion Regulation Questionnaire, and Wells et al Metacognition Questionnaire. The results of the structural equation modeling exhibited that positive metacognitive beliefs and negative metacognitive beliefs predicted the strategy of maladaptive emotion regulation. Furthermore, Negative metacognitive beliefs predicted adaptive emotion regulation and maladaptive emotion regulation strategies predicted learning anxiety. Correspondingly, the results of the structural equation analysis modeling indicated that the maladaptive emotion regulation mediated the relationship between the metacognitive beliefs and learning anxiety.

The present study was an attempt to account for the diagnostic analysis of successful and unsuccessful students based on family factors (economic status, parental engagement, and psychological stress) and social factors (relationships with peers). The research is a correlational study. The population of the study consisted of 10th grade students who were selected through purposeful sampling. The sample consisted of 400 students. In the present study, students' perception of parental involvement and academic engagement was measured by a parental involvement questionnaire and the parental engagement was measured through the Hoover- Dempsey scale. An eight-item questionnaire was also used to measure the psychological stresses in the family. The socioeconomic status of family was measured through student reports on welfare facilities, based on the TIMSS international questionnaire and parents' education level. The social interactions of children were assessed using Alson's questionnaire. The student’s data were collected based on the mean value of their PGA during the academic year 1396-1397. Discriminant analysis was used to measure group differences and predict group membership. This analysis was carried out using the simultaneous method. The data analysis results showed that the discriminant analysis equation is can be used as a powerful tool to differentiate successful and unsuccessful students based on parental education, welfare facilities, stress, and parental engagement. In other words, the results showed that there is a positive correlation between variables and the probability of academic achievement

The purpose of this research was to study of effectiveness of the training of cognitive emotion regulation skills on improvement of Socio- psychological Functions in High school Students in Shiraz. To this end, a semi-experimental design including pretest-posttest and follow up with a control group was employed. Using a convenience sampling method, 40 high school students were randomly assigned to two groups (experimental and control), each with 20 students. The instruments used in this study to collect the data was Matson Social Skills Questionnaire and Cattel Intelligence Scale (Form 2) as a control variable. The experimental group received 8 group sessions of cognitive emotion regulation skills training which was based on the Grass protocol, while the control group received no intervention. Both of groups received follow up After 2 months. Covariance analysis was used to analyze the data. The results showed that training of cognitive emotion regulation increased the scores of adaptive social skills and decreased the scores of maladaptive social skills. Training of cognitive emotion regulation skills can have an effect on improvement of the psycho-socio functions in students.

This study aimed to explain the mediating role of cognitive emotion regulation for maladaptive schemas and positive affects in girls of Marvdasht Azad University. The present study was descriptive and correlational. The statistical population included all female students of Marvdasht Azad University who were studying in the academic year 2018-2019. Participants in the study were 299 female students of different faculties of Marvdasht Azad University who were selected by multi-stage cluster sampling. Data were analyzed using the Cognitive Emotion Regulation Questionnaire by Garnowski et al. (2001), Watson et al. (1988) and Young's maladaptive schemas (1998), which confirmed the validity and reliability of the instrument. Data analysis was performed using 24spss software at both descriptive and inferential levels. To investigate the studied hypotheses, Baron and Kenny method and multiple regression in inter manner and hierachical regression were used to study hypothesis. The findings of the research showed that positive and negative cognitive emotion regulation has a mediating role in relationship between maladaptive schemas and positive emotions.

The aim of this study was to investigate the relationship between student's perception of school climate and student's achievement motivation in to account the mediating role of mental health. The research design was descripitive- correlational and structural equation modeling was used to data. The population of this research were all high school students of Shiraz city in the school year of 1397-1398 .Since in this study the number of factors related to the questionnaire was observed to be 8 variables, Thus a sample siz of 275 was selected. The samplingmethod was multistagecluster random sampling. participant answered to student's perception of school climate ( SPOSC) Tricket & Mouse, Mental health(GHQ.28) and Achievement motivation (A.M.T) Hermance . Data analysis using structural equation modeling in AMOS and SPSS software confirmed that prpposed model has acceptable fit indices. In sum, mental health of students can mediate the effect of perception of school climate and achievement motivation.

The present study aimed to explain the causal model between cognitive, metacognitive and self-efficacy strategies with mediating role of academic hope in high school students.The research method was descriptive and correlational and the sample size included 558 students (248 girls and 310 boys) of second high school students (tenth, eleventh and twelfth grade) of Shiraz city in 1997-98 who were selected by multistage cluster sampling method, have been.The instruments used in this study included the self-regulated learning strategies scale of Pintrich and De Grotz (1990), Sohrabi & Samani (2011) Academic Hope Scale, and the Jink and Morgan Student Self-efficacy Scale (1999).LISREL software was used for statistical calculations. Data analysis using path analysis test showed that academic hope plays a significant mediating role in the relationship between learning strategies and academic self-efficacy. Also, the fitting indices of the model in the present study showed that the proposed model has a good fit.

The purpose of this study was to investigate the relationship between school climate and achievement motivation in high school students. The method of the present study was descriptive-correlational. The statistical population was all high school students in Shiraz in the academic year of 2018-2019. Two hundred five students were selected using multi-stage cluster sampling method. For data collection, Student Perceptions of School Climate (SPOSC) and Hermans Achievement Motivation Questionnaire (HAMQ) were used, and Pearson correlation and regression methods were used to analyze the data. The results showed there is a positive and significant correlation between school climate and achievement motivation. Also, a positive and significant relationship was observed between each of the dimensions of school climate including teacher support, peer support and autonomy with the achievement motivation. However, no significant correlation was observed between the stability of rules and the achievement motivation. The results generally showed that the school climate has a significant predictor of achievement motivation in high school students.

The present study has qualitatively reviewed the association between religious orientation and mental health in educational setting. This research is a review study that has been done by reviewing about fifteen citations. In this paper, we review the religious orientation literature, with a focus on educational contexts. Searches of relevant databases and reference lists were used to source articles for this narrative review. Evidence regarding religious orientation variable associated with educational researches is discussed. In general, there are two internal and external dimensions in the discussion of religious orientation, and each of which determines how people interact with the world around them. People with an internal religious orientation are those in whom religiosity is the highest motivation and belief in God is the basis of their actions and behavior. They worship God not only out of a desire to achieve something, but their goal is to give thanks to God. People with an external religious orientation may use religion in different ways to achieve their personal goals. They either do not firmly believe in their religious beliefs or choose and shape them according to their needs. These people have a utilitarian approach and view religion as a meaningful source of social status. In other words, instead of giving themselves over to religious teachings, these people define religion in terms of their personality and needs. Further research to understand and expand the literature about association between religious orientation and mental health in educational context would be beneficial.

The aim of this research was determine the effect of positive and negative emotional schemas on academic motivation with mediated social acceptance in secondary school students. The design study was descriptive from type of correlation. The research population was all secondary school students of Darab city in the academic year of 2017-18 with number of 2938 people, which 379 people of them were selected as a sample by multi-stage cluster sampling method. The research instruments were the questionnaires of Leahy's emotional schema, Vallerand and et all's academic motivation and Crowne and Marlowe's social acceptance. Data were analyzed by structural equation method with using SPSS and LISREL software. Findings showed that positive emotional schemas had a direct and positive effect on social acceptance and academic motivation, negative emotional schemas had a direct and negative effect on social acceptance and academic motivation and social acceptance had a direct and positive effect on academic motivation. Other results showed that positive and negative emotional schemas with mediated by social acceptance had an indirect effect on academic motivation (p < 0.05). The social acceptance variable was a good mediator between positive and negative emotional schemas with academic motivation. Therefore, to improve students' academic motivation can be increased the rate of positive emotional schemas and social acceptance and decreased the rate of negative emotional schemas.

This study aimed to develop psychometric indicators of Reading Strategies Scale among elementary school students in Shiraz in the academic year of 98-97. For this purpose, 573 male and female students were selected by multistage cluster sampling method and answered the questionnaires. Questionnaire of 66 questions including cognitive, metacognitive, and motivational beliefs. Reliability of the scale was assessed by Cronbach's alpha of 0.88, split-half of 0.86 and retest of 0.87, respectively. The results indicated that the scale was reliable and the reliability of the scale was validated. The results showed that there were three strong significant factors with a specific value higher than one on this scale. For concurrent validity of the questionnaire, reading strategies were used to calculate the correlation coefficient between this questionnaire and the Joyce, Reading Rating, Math and Dictation Questionnaire. Also, there was a positive and significant relationship between the dimensions of Reading Strategies Scale and Joyce Reading Strategies Scale, Reading Rating, Spelling and Mathematical Rating Scale. Overall, the results showed that Reading Strategies Scale among elementary school students in Shiraz was a suitable tool for Research measures.