دکتر افسانه مرزیه

This research was conducted with the aim of determining the role of perceived teacher expectations in predicting cognitive engagement and academic self-efficacy of students with learning disabilities.

The descriptive research method was correlation. The statistical population of this research includes all students with learning disabilities in the fourth, fifth and sixth grades of Birjand city in the year 1402-1401, 140 of whom were randomly selected according to Morgan's table. The research tool was the teacher's perceived expectations questionnaire (Bulach, 2002), cognitive engagement (Zarang 2011) and academic self-efficacy (Midgley et al., 2000). Pearson's correlation coefficient and multiple regression were used to analyze the statistical data.

The results of the research showed that there was a significant relationship between the perceived teacher's expectations and the cognitive involvement of students with learning disabilities (P<0/01). Also, there was a significant relationship between perceived teacher expectations and academic self-efficacy of students with learning disabilities (P<0/01). The dimensions of perceived teacher's expectations could predict 69% of the changes in cognitive engagement of students with learning disabilities (P<0/01). Dimensions of perceived teacher's expectations also predicted 78% of the changes in academic self-efficacy of students with learning disabilities (P<0/01).

It can be concluded that cognitive engagement and academic self-efficacy are related and effective variables related to students' connection with school.

This research was conducted with the aim of determining the effect of teaching selfdetermination skills on students' academic emotions, academic self-concept and responsibility. The method of semi-experimental research was pre-test-post-test with a control group. The statistical population of this research included all 11th grade female students of middle school in the academic year of 2022-2023 in number of 30 people who were selected by purposive sampling method and then they were equally divided into two experimental and control groups. Self-determination training based on the theory of Desi and Ryan (2000) was conducted on the students of the experimental group during 10 sessions of 60 minutes, two sessions per week. The research tools were academic emotions questionnaire (Pekran et al., 2002), academic self-concept (Yesenchen, 2004), students' responsibility (Lewis, 2001) and self-determination educational package (Desi and Ryan, 2000). The findings showed that teaching self-determination skills had a positive and significant effect on students' academic emotions and was able to increase the amount of positive academic emotions and reduce negative academic emotions. Also, teaching selfdetermination skills had a positive and significant effect on students' academic selfconcept (and its components) and was able to improve the level of students' academic self-concept. The results also indicated that teaching self-determination skills on responsibility (and its components) in students was effective and increased the level of responsibility in students. According to the results, it can be concluded that by teaching students self-determination skills, responsibility and academic selfconcept can be improved and positive academic emotions can be increased and negative emotions can be reduced

The present study aimed to examine the effectiveness of teaching self-regulation learning strategies on students’ cognitive flexibility and reflective thinking.

The research method was a semi-experimental pre-test-post-test type with a control group. The statistical population included all male students in the second year of secondary school in Zabol city during 2021-2022, 50 of whom were selected through purposive sampling method and then divided equally into two groups of 25, the experimental group and the control group that the teaching of self-regulation learning strategies was carried out on the experimental group during 10 meetings of 90 minutes. The research tools were a reflective thinking questionnaire (Kamber and Leung, 2000), cognitive flexibility questionnaire (Dennis and Vander Wal, 2010), and self-regulation learning strategies training package (Karami et al., 2013). The collected data were analyzed through SPSS software version 26 and univariate and multivariate covariance analysis.

The results showed that there was a significant difference between the post-test scores of the experimental and control group. This means that teaching self-regulatory learning strategies increased the cognitive flexibility and reflective thinking of experimental group (P<0.01).                            

The teaching of self-regulation learning strategies is effective on students' cognitive flexibility and reflective thinking, and improves the cognitive flexibility and reflective thinking of students.

The present study aimed to investigate the structural model of the relationship between teaching for successful intelligence and academic identity through the mediating role of basic psychological needs in students. The research method was correlation and the statistical population included the academic staff members of Farhangian University of Zahedan and all male and female students working at Farhangian University in 2022. Participants were 129 people who were selected by stratified random sampling. In order to collect data, Academic identity status measure (Was & Isaacson, 2008), Basic Psychological Need Satisfaction Scales (BPNSS) and Teaching for Successful Intelligence Questionnaire (Paloú & MaricuĠoiu, 2013) were used. The results indicated that the teaching for successful intelligence had a direct and significant effect on the basic psychological needs and academic identity in students. Also, basic psychological needs had a direct and significant effect on students' academic identity. According to the findings, the teaching for successful intelligence had an indirect and significant effect on students' academic identity through the basic psychological needs in students as well. The findings support the role of teaching methods based on cognitive factors on the personality and psychological outcomes in students.

The present study was conducted with the aim of determining the role of perceived teaching style dimensions in predicting psychological empowerment and connection with the school of students of the first secondary level of Hirmand city. In this descriptive-correlational study, 206 boys and 143 girls were selected using the stratified random sampling method. In order to collect data, questionnaires of teaching style (Blument et al., 1988), psychological empowerment (Spritzer, 1998) and connection with school (Rezaee Sharif et al., 2013) were used. Data were analyzed using descriptive statistics and regression analysis. SPSS version 24 software was used for data analysis. The data analysis showed that the three dimensions of teaching style predicted 41% of the changes in students' connection with the school. In addition, only two dimensions of structure and autonomy support were identified as predictors of empowerment. In total, these two dimensions of teaching style were able to identify 34.8 percent of the empowerment component among the sampled students. In this study, the strongest predictor for the component of connection with the school and empowerment was the structure dimension of teaching style.

The present research was conducted with the aim of investigating the relationship between goal orientation and students' responsibility through the mediation of perfectionism. The research method was descriptive-correlation. The statistical population of this research was all 3,903 boy students in the first grade of the second level of high school in Zahedan in the academic year of 2018-2019. Through multi-stage cluster random sampling method 351 students were selected and were studied through three questionnaires of Achievement Goal Questionnaire-Revised version (AGQ-R) (Elliot and Murayama, 2008), Positive and Negative Perfectionism (Terry Short et al., 1995) and the California Psychological Inventory Responsibility (CPI-RE) scale. The research results showed that the goals of tendency dominance and tendency performance have a positive and significant relationship with responsibility at 99% confidence level (P <0.01). Also, no significant relationship was found between avoidance dominance goals and avoidance performance with responsibility. The results of path analysis indicate that the goals of tendency dominance and tendency performance indirectly and with the mediation of positive perfectionism can have relationship with responsibility. The results also show that negative perfectionism plays a reverse mediating role in the relationship between avoidance dominance goals and avoidance performance with responsibility. Therefore, it can be concluded that the goals of tendency development impact on positive perfectionism, which this issue in turn will lead to students' responsibility.

The present study aimed to investigate the training effect of study and learning skills on of students' reduction of Negative Achievement Emotions and Academic Self- Handicapping.

The method of this study was quasi-experimental with pre-test, post-test design with control group. The statistical population of this study included all high school girl students (9573 students) in Zahedan city in the academic year of 2019-2020, sixty students selected in pre-test phase who had high Negative Achievement Emotions and Academic Self- Handicapping with multi-stage cluster sampling. Data collected by Pekrun Achievement Emotions Questionnaire (2005) and Schwinger & Stiensmeier-Pelster Academic Self- Handicapping Scale (2011).The samples randomized two groups of 30 persons (1 experimental group and 1 control group). These questionnaires were completed by all of them in the two groups in the pre-test and post-test stages. Then the experimental group was trained to eight sessions for 90 minutes about study and learning skills. While during this period, the control group did not receive any training. Data were analyzed by inferential statistics test, covariance (ANCOVA).

The results showed that the difference between the mean of the experimental group was significantly higher than control group. Based on results, the effect size of training study and learning skills on students' Negative Achievement Emotions and Academic Self- Handicapping decreased by 19.7%, 20% and were significant (p <0.01).

Results showed to reduce the negative Achievement Emotions and Academic Self- Handicapping of students, training of study and learning skills is useful and effective.

The purpose of this research is survey relationship between teacher teaching style and student academic motivation and involvement High school boys and girls of Hirmand in 93-94. The study used a descriptive and correlational research method. The population of this research are High school boys and girls of Hirmand, number of 2310 people. The sample size of the study using a sample of Morgan, is 325 and sampling is stratified random survey. In this study, to collect data, a questionnaire (questionnaire teacher as social context (TASC), academic motivation questionnaire (AMS) and spontaneous strategies for learning questionnaire (Paintball Rich and Degrod, 1991) was used . to analyze the data, descriptive and inferential statistical methods were used.The dimensions of the conflict, autonomy and teaching style structure there is a significant positive relationship with students' motivation. The dimensions of the conflict, autonomy and the teaching style teaching style conflict involving school children, there is a significant positive relationship. Academic motivation is different between boys and girls and female students higher motivation. Academic engagement between boys and girls is different and students, boys and girls have the same degree of involvement. Academic motivation and academic engagement of students in different grade are not the same and students dealing with a relatively high degree of motivation and involvement.