ahmad khamesan

Bullying is a widespread and serious problem in the field of psycho-social health that affects people of different age groups in different cultures. So far, various interventions have been presented to deal with this social pathology.

The current study aimed to conduct a systematic review of interventions addressing both traditional and cyber forms of bullying and victimization within Iran's general populace.

Adhering to PRISMA, this systematic review canvassed clinical trials on bullying published in online databases (Magiran, Noormags, SID) from 2003 to 2024. Searches employed a combination of terms including "Bullying, "harassment, "cyberbullying, "traditional bullying, " and "cyber harassment". Out of 403 articles published, 90 met the inclusion criteria and were analyzed based on general characteristics, sample group, follow-up duration, research design, outcomes, and intervention types.

Analysis revealed a predominant concentration on traditional bullying, with comparatively less attention given to interventions for cyber bullying or victimization. The study identified that all interventions were cross-sectional, centering on data from self-assessment reports. A majority of these interventions targeted adolescents, particularly high school students. Furthermore, life skills training and emotion regulation-based interventions emerged as the most prevalent and widely implemented strategies for addressing bullying across various age groups.

Overall, the findings highlight the imperative for longitudinal research and the development of bullying prevention programs, with a particular focus on cyberbullying and victimization among university student and young child demographics, as well as in diverse settings such as the workplace. The study also advocates for the utilization of varied data collection methodologies to more precisely comprehend and effectively address the bullying phenomenon.

Bullying is a serious and worrisome problem that has been on the rise all over the world in recent years. However, there are inconsistent results in the definition, measurement, and prevalence of bullying. The current study aimed to review traditional bullying and cyberbullying scales in educational contexts. Therefore, in a systematic review study based on the PRISMA, quantitative research on bullying published from 2003 to 2023 through online databases  (Magiran, Noormags, SID) using a combination of the keywords including "bullying" or "aggression" or "harassment" and "scale" or "questionnaire" or "instrument" were searched. Out of 300 published articles, 25 studies were extracted based on the inclusion criteria in the categories of general characteristics, conceptualization of bullying, study sample characteristics, sample size, time frame, subscales, reliability, and validity. The results indicated a great variety in the conceptualization of the bullying construct in the literature. In addition, only 11 studies followed the recommended guidelines on the development and validation of instruments. Although most bullying instruments reported moderate to high reliability, a significant number of validity indices were not measured. Overall, these findings underscore the importance of a precise and standardized definition of bullying, which can be the most important factor in measuring bullying behaviors.

Universities operate in competitive and unstable conditions. In these constantly changing conditions, it is necessary for universities to improve their resilience so that they can deal with unexpected situations effectively, manage crises well, and ensure future success. Relatively many researches have investigated organizational resilience, but less attention has been paid to the resilient university. In the changing conditions of the society, universities need to pay attention to the indicators needed for resilience in order to survive and maintain their current conditions.

The aim of the current research is to investigate the academics' perception of the benefits, factors and obstacles of university resilience.

The research design was qualitative with a phenomenological approach. The study population was all the faculty members and employees of Birjand University (Iran), who were selected and interviewed by purposive sampling in the number of 23 people (13 faculty members and 10 employees). After the 14th interview, the theoretical saturation of the data was achieved, but due to the validity of the data, the interview process continued until the 23rd person. Data analysis was done using Collaizi's seven-step strategy and MAXQDA software.

Three main axes of benefits, enabling factors and barriers to resilience have been identified: The axis of the benefits of academic resilience with two main themes, moving in the direction of the university's mission and improving society's conditions and eight sub-themes; the axis of the factors that create academic resilience including five main axes, moral and personality characteristics of the group members, efficient management, extra-organizational factors, physical factors, forecasting and planning, and twenty sub-themes; and the axis of university resilience barriers with three main themes of individual characteristics level, organizational characteristics level and extra-organizational level and thirteen sub-themes have been proposed and explained.

The results can be used to strengthen university resilience. The construction and validation of a university resilience training package and a resilient university scale are recommended in future researches.

Test anxiety is one of the types of anxiety in educational environments and exam conditions, which has caused many psychological challenges for students, including teenagers, as well as their families. Considering the growing trend of this problem, so far, extensive interventions have been carried out with the aim of reducing test anxiety among the adolescent population; the investigation of these interventions seems important and necessary.

Therefore, the present study was conducted with the aim of reviewing the interventions made in the field of reducing test anxiety among adolescents.

The research method was a systematic review. For this purpose, the keywords "effectiveness", "impact", "intervention", "high school", "secondary school", "students", "adolescents", "adolescents" and "test anxiety" in SID databases, individually and in combination. Magiran, Google Scholar, Ensani and Civilica were searched between April 2019 and February 2024. After applying the entry and exit criteria and according to the PRISMA model, among the 213 primary studies, 33 articles were included in the present systematic review.

The results showed different types of therapeutic and educational interventions such as cognitive-behavioral therapy, therapy based on acceptance and commitment, therapy based on mindfulness, interventions based on metacognitive strategies, emotional regulation, self-regulation, documentary retraining and other interventions such as brain-based training, successful intelligence. Reality therapy and dialectical behavior therapy have been the most important interventions to reduce the anxiety of teenagers. The most used interventions were cognitive behavioral therapy, therapy based on mindfulness and therapy based on acceptance and commitment.

Therefore, it is suggested to pay attention to these therapeutic and educational intervention approaches in the interventions that are carried out by counselors and psychologists with the aim of reducing the test anxiety of teenagers.

Learners face stress and pressure while studying, which sometimes causes negative attitudes and feelings towards the course and study environment, and ultimately academic burnout. Academic burnout causes a feeling of physical and emotional fatigue, apathy and academic inefficiency and ultimately academic failure. For this reason, in order to have an effective educational system, attention should be paid to the psychological and academic condition of learners and to reduce their academic burnout.

This study was conducted by the theoretical review method with the aim of examining the definitions and theoretical foundations of the three variables of academic burnout, spiritual intelligence and psychological resilience and the theoretical and research relationship of these three variables with each other.

After limiting the search with the vocabulary of learners, students and approved scientific articles, about 600 theses and researches were obtained, and after examining and studying their abstracts and texts, 32 comprehensive and newer researches and theses were selected and used for the present study. The data collection method was conducted by examining, studying and collecting information from the available and related theses and researches of the last six years in Iran and abroad by searching the keywords of academic burnout, psychological resilience and spiritual intelligence in Farsi and English journals in reliable databases.

After the investigation, we came to the conclusion that the theoretical and research foundations of academic burnout are related to psychological resilience, academic burnout is related to spiritual intelligence, and spiritual intelligence is related to psychological resilience.

According to the obtained findings, it is possible to improve students' academic progress and reduce their academic burnout by training and increasing their psychological resilience skills and spiritual intelligence.

Many countries in the world have been providing sexual education programs to prevent sexual problems. There is still no sexual education program in Iran. Therefore, the present study aims to compare the components of knowledge, attitude and skill of elementary school in UNESCO, the Netherlands and the United Kingdom in order to provide the necessary research resources for other researchers to develop a sexual education program for Iran. The present study is a comparative qualitative study. The statistical population of this study is all of the sexual education programs in the world. Considering its applicability, three UNESCO, Netherlands, and British programs were selected. The research data were compared based on the three components of knowledge, attitude and skill, and the differences were identified. The George Brady method has been used to analyze the data. The results show that the most important goals of UNESCO-Netherlands youth education programs in the elementary period are to have the necessary knowledge, attitude and skills to communicate properly with themselves, family and community, and respect for their rights and others as well as being ready for puberty. In contrast, the English education program in the elementary period emphasizes self-esteem for communication and preparation for maturity. Sexual education is something that must begin before it reaches puberty, and since it depends on the culture of the community, then the need for an official program tailored to the culture, gender, and age is needed to prevent the institutionalization of information, value the skills and misconceptions in the community. Therefore, it is necessary for the education specialists to make the necessary efforts in this regard

The aim of the current research was to investigate the factors influencing the choice of name, and considering the goal of understanding the phenomenon of choosing children's names and the need to understand and discover the complexities of its process, it was conducted using the theory-building qualitative research method. The statistical population consisted of all the families who visited the Birjand city registry office in 2017 to register and get their child's birth certificate, out of which 38 parents of Birjand city with young children were selected by purposive sampling and information was collected through semi-structured interviews. . The findings were presented in four categories of underlying conditions, intervening (environmental), causal factors and consequences of choosing the name of categorization and naming pattern. The most important underlying factors include "religious factors, parents' awareness of the origin and meaning of the name, personal beliefs of the couple, paying attention to the novelty and uniqueness of the name, having national and Iranian roots and the originality of the name, sounding the same as the name of his siblings and family name, Paying attention to the linguistics of name and time (season)", the most important intervening factors include "the look of those around you and the opinions of those around you (families), fashion and being classy, culture, the influence of the media" and the most important causal factors include "being responsible for the name and not being questioned From the child's side, it was a special situation and event, to keep the name of a loved one alive, to influence the children's personality, to be a comforting name for the parents, and to be modeled after the names of lovely children. According to these factors, three important consequences were also raised, including "the formation of religious identity in children, maintaining the class and social class of the family, and the formation of national identity in children". The results of the research showed that in recent years there have been changes in the way children are named, which is both the effect and the cause of the change in the values and beliefs of the society.

The present study aimed to develop a student academic optimism educational package based on Tschannen-Moran theory. This qualitative study used the Delphi method. The research tool was a researcher-made Delphi questionnaire based on Tschannen-Moran theory of academic optimism with 3 components and 22 subcomponents. The questionnaires were distributed in two consecutive rounds of Delphi among 10 purposefully selected samples and Delphi responses were analyzed to reach relative agreement and achieve high consensus by descriptive statistics using indices (frequency, mean, standard deviations), tables, and graphs. The findings showed that experts have reached relative agreement and consensus on the three main components of Tschannen-Moran theory of academic optimism, namely academic identity, trust, and academic emphasis, as well as nine subcomponents. Based on the results, the educational package for student academic optimism was initially designed according to the regular educational model of James Brown, then the content validity of the package was measured based on the comments of five experts, which were applied in the package and the final package was presented in 12 sessions.

Teaching is the most important function of higher education system and its effectiveness is very important. Most effective teaching research has examined this issue with quantitative approach, Also, a limited number of studies have examined University students' perspectives qualitatively and through in-depth interviews, so the aim of this study is to examine the effective teaching based on grounded theory method. The statistical population of the study is successful and unsuccessful students of the fifth and higher semesters of University of Birjand. The reason for selecting fifth and upper semester students is their sufficient experience of how professors teach and the ability to distinguish effective and ineffective factors in effective teaching. 32 students of University of Birjand were selected by combined purposive sampling and were interviewed. Effective factors in effective teaching were identified in three sections: contextual factors (University facilities, education planning and classroom climate), causal factors (teacher role and student role) and consequences (student character change) and presented in a theoretical model. "Student's attracting" is detected as core concept of effective teaching. Effective teaching factors in priority order are new teaching methods, professor and student communication, class assignments, academic capabilities and student attracting. 3 major factors that lead to ineffective teaching are traditional teaching, large number of students and lack of expertise of professors. Based on findings, 30 strategies for effective teaching in higher education in 7 sections are presented, including: individual characteristics, use of technology and various teaching methods, monitoring and evaluation, guidance and motivation, teacher-student communication, class management and educational planning and educational and welfare facilities.

The present study was conducted to investigate the effectiveness of Gross emotional regulation education package on female students’ procrastination. The study population included all students of University of Birjand in the academic year 2017-18, and the sample included 30 female students who scored high in the Schwarzer and Diehl procrastination scale (2000) and the Gratz and Roemer (2004) difficulties in emotion regulation scale (DERS), and were placed in trial and control groups. The study method was quasi-experimental with pre-test and post-test design, a control group, and follow-up. Emotion regulation was taught using Gross emotion regulation training package. Students’ post-test score reduced in the procrastination and difficulty in regulating emotion, which suggests effectiveness of training. According to the results, emotion regulation training reduces procrastination and facilitates emotion regulation by reducing the difficulties in regulating emotions.

The main purpose of this study was to examine the current activities of teachers to personalized learning student in the second grade of the Iranian educational system The year was 2018-2019. This research was a qualitative research with data base theory method. The statistical population includes primary school teachers Birjand city whose purpose was to select them. In total, 22 teachers were interviewed. Data were gathered through semi-structured interviews during three stages of open coding, axial coding and selective coding and analyzed using MaxQda software. The findings were conceptualized as follows: causal conditions (causes and opportunities); central factors (personalization elements of learning); strategies (teachers' practical actions); contextual factors (infrastructures); confounders: facilitators ( Supporters) and limiters (teachers' gap between professional performance), and ultimately, outcomes (personalized learning results). For validity and reliability, the Lincoln and Guba methods were used, which included validity, reliability, verifiability, and transferability And confirmed in terms of validity and reliability. The findings of the study showed that teachers Elementary Secondary School are far from professional in their ability to personalized learning student and that teachers do not receive the necessary training in this area.

The purpose of this study was to identify the factors affecting the academic dropout of students referred to the Birjand University of Commerce Affairs Commission. The research was done with a qualitative method and a phenomenological approach. The statistical population of the study was all academic dropout students referred to the special commission for the period 1394 to 1396. The data were collected through a semi-structured interview using voluntary sampling and using research tools. Interviews continued to reach theoretical saturation, and in total, 41 students with academic failure were interviewed. Based on the findings, the most important factors influencing the conditional from the viewpoint of the students are three general categories of "individual factors," "organizational or academic factors," and "family factors," respectively. Also, among the individual factors, "disability in the management of emotion," "lack of time management," and "lack of awareness and awareness" were the most frequent and important. Among the organizational or academic factors, "inappropriate supervision and evaluation of professors," "inability to communicate professors," and "inappropriate educational rules" were the most frequent and essential. Among the family factors, "inappropriate social status" and "inappropriate economic situation" were the most frequent and essential. According to the results of the research, the themes of "disability in the management of emotion," "lack of time management," "inappropriate monitoring and evaluation of professors" are the most frequent and essential. To reduce academic failure, students need to have "emotional management, time management" as well as faculty members with "appropriate monitoring and evaluation practices."

Personalization of the learning process in educational systems is of particular importance. The aim of this study was to determine the role of professional competence and ethics in the attitude of primary school teachers toward personalization of learning.

This descriptive-correlation study was conducted on 289 primary school teachers of Birjand city in the academic year of 2019-20. Sampling was performed by multi-stage clustering method. Three standard questionnaires were used to collect data: Babaei-Nejad's Professional Competence (2014), C-Petty's Professional Ethics (2000) and Prepared et al's Attitude to Personalized Learning Personalization (2018). Data were analyzed using multiple regression and Pearson correlation tests in SPSS 18.

The level of teachers' attitude to personalization of learning with mean 3.93±0.049, Professional competence with mean of 3.71±0.032 and professional ethics with mean of 4.46±0.27, was higher than the average. There was a significant relationship between the components of competence (cognitive, attitude, management) and professional ethics with the teachers' attitude toward personalization of learning (P<0.01). 38% of variations of the teachers' attitude toward personalization of learning explained by professional competence and ethics, respectively. Professional competence also explained for 23% of variations in the teachers' professional ethics.

The objectives of the study were explained to the participants and their oral verbal satisfaction was obtained.

The findings showed that enhancing teachers' professional competence and ethics improves their attitude toward personalization of learning. Therefore, it is recommended that teachers' attitude toward personalization of learning be improved by enhancing teachers' competency and teaching professional ethics.

Past research has shown the relationship between self-esteem and academic motivation. The purpose of this study was to investigate the effectiveness of an educational package to strengthen self-esteem with a cognitive-behavioral approach to the academic motivation of female students. The research method is quasi-experimental with pretest-posttest, control group and follow-up. The sample consisted of 30 female secondary school students who were selected by voluntary and voluntary sampling method and randomly divided into two experimental and control groups. The intervention package of educational package reinforcing self-esteem with a cognitive-behavioral approach (Lim, Salsman and Nathan, 2005) was conducted in 9 sessions of 2 hours in 5 weeks for the experimental group. The Hartree Inventory Questionnaire was used to measure academic motivation. Analysis of data using the covariance analysis showed that the self-esteem of the experimental group after the intervention was significantly increased compared with the control group and this increase was largely maintained. These results suggest that self-esteem training can be used as a tool to increase academic motivation.

The purpose of the current research is the study of the mediating role of working memory on relationship of mindfulness with test anxiety The study method is correlational descriptive and of the type of structural equations model. In order to research, 199 students were selected by multistage sampling among the statistical population included all students of Birjand University and Medical Sciences university. To collect data for measuring working memory, the test of working memory profile of Wexler and for measuring test anxiety and mindfulness, the questionnaires of test anxiety of Abolqasemi and mindfulness skills of Kentucky were used. The results showed that there is relationship between mindfulness and its dimensions (act with awareness and accept without judgment) with test anxiety. There is no significant relationship between mindfulness and working memory, and the mediating role of working role on the relationship between mindfulness with test anxiety didn't verified. So, it can be said that working memory had no mediating role between mindfulness and test anxiety.

Cognitive therapy is one of the dominant approaches of contemporary psychology for the treatment of mental disorders, which is based on the reconstruction and modification of distorted cognitions and irrational and dysfunctional thoughts. Allegory is also one of the most effective and practiced methods that psychotherapists use in the process of cognitive therapy. In this descriptive-analytical study, some allegories of Rumi's Masnavi that imply the cognitive distortions of bipolar thinking and filtering of mind are presented and examined based on the explanation of the cognitive approach. The obtained results show that Rumi's allegories in Masnavi, while being in harmony with the original Iranian and Islamic culture, due to their proper structure, the technique of message recording in the mind of the audience, and inserting subtle points in how the allegory is presented in the text and the transmission process of concepts have particular potential in cognitive therapies. Because it links the theoretical and abstract concepts with vivid and dynamic images, it can be the most effective model and practical guide in the cognitive reconstruction of these distortions

This paper investigated the relationship between social support (types, amount and importance of sources) with subjective well-being and academic achievement of pre-university female students. The research method was a descriptive and correlational (regression). The statistical population was all pre-university female students in Birjand. 220 students were selected randomly from three pre-university centres. Scale of Social Support for Children and Adolescents (CASSS2000, Malecki, Demary, & Ellliot, 2000) and Oxford Happiness Questionnaire (OHI) was used to measure the research variables. The data were analyzed using multiple regression. The research findings showed there was a statistically positive relationship between sources of social support and perceived level of support from parents and classmates with subjective well-being. In addition, only the importance of receiving support from parents related positively to students' subjective well-being. In types of support, only emotional and informational support had a statistically positive relationship with subjective well-being. On the other hand, the research results also showed that there was not a statistically correlation between types and network of social support with academic achievement. The study specifically highlights the role of parental support in subjective well-being.

Under different circumstances, people are faced with different factors such as anxiety, stress, depression, etc. which are present in all age groups. It seems that positive thinking can be a proper solution to reducing anxiety.
Aim: In this paper, the aim is to see the effectiveness of an innovative positive thinking educational protocol on the anxiety and optimism of university students.
This study was had a quasi-experimental design with a pre-test, post-test, and a control group. All bachelor and master students of psychology at the Islamic Azad University, Birjand Branch, were voluntarily given Beck Anxiety Inventory. Forty-six students with scores above 8 were selected and randomly assigned to 2 homogeneous case and control groups (with 23 students in each). Both groups took optimism-pessimism tests. The case group received seven 80-minute sessions of Positive Thinking -training program by the researcher, while the control group had no training.
Findings: The data were analyzed in SPSS (version 17) using the parametric independent t-test. Kolmogorov-Smirnov test was used to examine normality and Fi test was used to study equality of the two groups.
Discussion and Teaching positive psychology, findings indicate, reduced students’ anxiety and increased their optimism significantly. Thus, this educational program can be suggested for consultation centers in order to decrease anxiety and increase optimism.

The jobs are an important part of human life and, in the era of new technology in the world, there are various stresses that some are related to the work environment. Therefore, job stress can negatively affect employees’ physical and mental health. This study was conducted aimed to investigate the relationship between family needs and job motivation with job stress.

study was descriptive and correlational. By using stratified random sampling, 300 participants among the staff of Birjand University of Medical Sciences were selected. With three questionnaires the research variables measured: family needs, job motivation and job stress. The data were analyzed using correlation coefficient and stepwise regression.

The results of the regression analysis showed from the family needs, the needs for psychological services, social security, training and affection, and from the dimensions of job motivation, external demotivation predict significantly 22% of an employee's job stress variance.

The results showed family needs and job motivation have an important role in predicting job stress. Therefore, the job stress could be reduced by resolving the employee's family needs and making motivation.

The present study has been conducted to comprehensively investigate student's perceptions of teacher’s social support and characteristics and functions that lead to increased perception of teacher's social support. The study has been conducted with phenomenology approach by using qualitative content analysis. Statistical population included all female 11th graders in Torbat-e Heydariyeh. By purposeful sampling and based on Social Support Scale of Maleki, Demri & Elliott (2000), 30 students (15 high scores and 15 low score) were assigned to the sample group. A semi-structured interview was employed for data collection. Based on the findings, students suggested nine themes including “empowerment of human relations”, “appropriate personality traits”, “appropriate monitoring and evaluation”, “teaching skills”, “the ability of class management”, “job commitment”, “guiding and counseling”, “academic ability” and “contributions to the student's all-round development” with an emphasis on emotional, instrumental, evaluative, and informational support. Result shows the most important characteristics of the supportive teacher are “empowerment of human relations”. Also, to boost student's perceptions of teacher's social support, teachers need to have other features like “authoritative relationships”, “appropriate encouragement and punishment”, “to have peace of mind”, “conducting coordinated exams”, “ethical counseling” and “reinforcement classes”.

This study was conducted to investigate the effects of PATHS (Promoting Alternative Thinking Strategies) curriculum with an Islamic approach on respect, empathy and self-control of preschool children. The research method was quasi-experimental with pretest-posttest control group design. The statistical population of the study comprised Tehrani preschool children in District 5 in academic year 2016-2017. The sample included 31 preschoolers who were randomly selected and then assigned to experimental and control groups by random. The instrument consisted of a self-devised Child Moral Behavior Inventory (with three components of respect, empathy, and self-control). The validity and reliability of the instrument was confirmed through psychometric scales. Data analysis was carried out using multivariate analysis of covariance. Results showed that after controlling the potential influences of the pretest via MANCOVA, the effect of independent variable on dependent variable was significant. More specifically, in posttest the mean scores of the experimental group were significantly higher than those of the control group in the three components of moral behavior (empathy, self-control and respect) (p

A few tools have presented to assessment academic engagement as one of the important structures in learning and education success, furthermore there is no tools to assess agentic engagement component. The aim of this study is to present psychometric indices of Reeve’s academic engagement questionnaire (2013) for use in Iran. For this purpose, 224 high school students (97 males and 127 females) were randomly chosen by multistage cluster sampling from Birjand city high schools. Psychometric indices were calculated using Cronbach's alpha and confirmatory factor analysis. Results showed that the questionnaire has good reliability (92/0). Confirmatory factor analysis showed that the questionnaire has acceptable fit to the data and indexes of fit goodness for the four-factor model that has formed basis of the questionnaire, was confirmed. These factors were called agentic, behavioral, emotional and cognitive engagement like the original study. The results show that Reeve’s academic engagement questionnaire with the introduction of agentic engagement, can be used as suitable tool in order to measure of academic engagement in Iran.

Today’s Man needs to learn to deal with the contradictions, conflicts, rapid and constant changes of the world, in order not to be challenged by psychological and social insecurity, and the lack of satisfaction caused by the distortion of his beliefs and cognition. The necessary skills are related to changing maladaptive views and adapting to oneself and with the outside world. What is taught in psychotherapy, in general, and in cognitive-behavioral therapies in particular is a kind of change experience, a change in the desired direction. These educations, if they fall within the framework of the constructive allegories and tales, are very effective, since through analogy, complex and difficult concepts, which are difficult to explain to individuals, are simply and objectively recreated. That is, the abstract thinking of an individual is changed to tangible concepts. Molana’s allegories presented in Masnavi, due to their proper structure, have subtle points on how to present allegory in the "text" and the "process" of the transferring concepts, as well as the linking of theoretical and abstract concepts with bright and dynamic images. In this paper, the topic of cognitive therapy and two cognitive distortions (overgeneralization and jumping to conclusion), based on several allegories related to the subject, from the first to the fourth Masnavi's chapters, are studied.

The aim of present research was presenting the causal model of student’s academic achievement based on achievement goals and achievement emotions. The statistical population consists of all students’ second grade high school in Neyshabour. The sample was 416 students (198girls and 218boys) that were selected through multi-stage sampling method. The data collected by Achievement Emotions Questionnaire (Pekrun et al, 2005), Patterns of Adaptive Learning Scale (Midgley et al, 2000) and student’s grade-point average. The Path Analysis method indicated a good fitness for the model and indicated that mastery and performance-approach goals have Indirect significant effects on academic achievement by the mediation of positive emotions and the performance-avoidance goals have indirect negative and significant effects on achievement only through negative emotions. On the whole, it seems that mastery-oriented students experience less anxiety and negative emotions in challenging situations that has positive effect on academic performance.

The relationships between motivational beliefs with procrastination and class climate have been shown in previous studies. In this study, the psychometric properties of Classroom Learning Environment (CEL) Questionnaire were presented, and the mediating role of motivational beliefs in relationship between class climate and procrastination examined. 196 students of Birjand University were selected by cluster sampling. The research tools were Procrastination Assessment Scale (PASS Student Version), Motivated Strategies for Learning Questionnaire (MSLQ) and CLE Questionnaire. The data were analyzed by path analysis and multivariate regression. The findings showed that the class environment effected indirectly procrastination through motivational beliefs. Class atmosphere and motivational beliefs explained 28% of the procrastination variance. It also showed that the components of test anxiety and self-efficacy from motivational beliefs were predictive power of procrastination. According to these findings, motivational beliefs have a mediating role in relationship between the class climate and procrastination and should be considered in setting learning environment.