fariborz nikdel

The aim of this study was to determine the role of research culture and research self-efficacy in the prediction of research anxiety among graduate students. The research method was descriptive-correlational. The statistical population of the present study included all graduate students of Yasouj University in the academic year 2020-2021. 343 graduate students were selected as the sample group by available sampling method. Data collection tools included Researcher-made Questionnaire of Research Culture, Biocosturk Research Self-Efficacy Questionnaire (2011), and Research Anxiety Questionnaire of Borang et al. (2017). Pearson correlation test and multiple regression analysis were used to analyze the data. The results of Pearson correlation coefficient test showed that a significant relationship was observed between research culture and research self-efficacy with research anxiety. The results of multiple regression analysis showed that 33.3 percent of research anxiety variances can be predicted with research culture and research self-efficacy. Therefore, in order to reduce the level of research anxiety of graduate students, it is recommended to take the necessary interventions in the field of research culture and research self-efficacy.

The present study was conducted with the aim of investigating the psychometric indicators of Burt & Donnellan's antisocial behavior questionnaire in Iranian adolescents.

Methods and Materials: 

The research method was a descriptive-correlation type. The statistical population included all high school students in Shiraz. A sample of 567 (342 girls and 22 boys) students was selected by multi-stage cluster sampling. The measurement tools were Burt & Donnellan's (STAB) antisocial behavior questionnaires, Aquino and Reed's moral identity, and Flores-Camacho et al.'s (BSVT-11) tendency to revenge. The data was analyzed using SPSS-24 and AMOS-24 software. In order to analyze the data, exploratory factor analysis and principal components method using varimax rotation were used.

The findings showed this questionnaire consists of three components: physical aggression, social aggression, and breaking the law. In order to measure the three-factor structure, confirmatory factor analysis was used and findings showed the fit indices of the three-factor model of antisocial behaviors have an acceptable fit with the data. Cronbach's alpha coefficients had acceptable values. Finally, in order to examine the divergent and convergent validity, the simultaneous implementation of the questionnaires of moral identity and tendency to revenge was used. The findings showed the current questionnaire has a negative and significant relationship with the moral identity questionnaire and a positive and significant relationship with the tendency to revenge.

As a result, it can be said the current questionnaire has adequate reliability and validity and can evaluate antisocial behavior and its components in Iranian culture and society. Also, this questionnaire can be used in various educational and research situations.

The aim of this study was to investigate the mediating role of affects in the relationship between developmental goals and working memory performance. The research method was descriptive, based on the correlation model, from the path analysis type. The statistical population included all students of Yasouj University in the academic year of 2021-2022, that from this population, 360 students were selected by using the multi-stage cluster sampling method and applied to the working memory questionnaires of Daneman and Carpenter (1980), the progress goals of Midgley et al. (1998), and the affect scale of Watson et al. (1988). The evaluation of the proposed model was investigated through path analysis and mediating relationships in the proposed model using the bootstrap method. Findings related to the direct effects of achievement goals on memory performance showed that mastery goals have a direct and significant effect on memory performance and direct effects of performance goals and objectives. Avoidance on memory performance was not significant. The results also showed that negative affect had a direct and significant effect on memory performance but the direct effect of positive affect on working memory performance was not significant. Findings related to indirect relationships also showed that mastery goals and avoidance goals through positive and negative affects have a significant indirect effect on working memory performance, but the indirect effect of functional goals through positive and negative affects on working memory performance was not meaningful. Finally, the results showed that the proposed model fits the data. Therefore, affect-mediated mastery and avoidance goals have an indirect effect on working memory performance, it is suggested to pay more attention to the type of goal that people choose and the emotions affected by it in order to improve working memory performance.

The present study was conducted with the aim of determining the effectiveness of positive self-talk training on selective attention and processing efficiency among female students. The research method was semi-experimental with a pre-test-post-test design, along with a control group. The statistical population included all female students of the second secondary level of Yasouj city in the academic year 2021-2022, 40 of whom were selected by multi-stage cluster sampling. The experimental group received positive self-talk intervention training for 8 sessions of 90 minutes, and the control group did not receive any training. In order to measure their selective attention and processing efficiency, the Stroop test and the information processing index test were used, the pre-test was performed one week before and the post-test was performed one week after the training period. Data analysis using the MANCOVA analysis method showed that the scores of the post-test of selective attention and processing efficiency were significantly different in the two groups; In this way, the attention and processing efficiency of the experimental group increased after self-talk training, and positive self-talk training was effective in improving the selective attention and processing efficiency of the experimental group. Therefore, it is suggested to carry out training for positive thinking and positive self-talk in schools.

The aim of this study is to investigate the effectiveness of self-regulation skills training on digital distraction and academic engagement among students. The research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the study included all students of Lordegan city during the academic year 2022. 60 students were selected using a multi-stage cluster sampling method and randomly assigned to two groups: an experimental group and a control group, with 30 participants in each group. In order to measure the research variables, Goundar's Digital Distraction Questionnaire (2014) and Reeve's Academic Engagement Questionnaire (2013) were used. After the pre-test, the subjects in the experimental group underwent 10 sessions of self-regulation skills training, and the control group did not receive any training. Then both groups were reevaluated with a post-test. Data analysis was also done by using ANCOVA. The results showed that there was a significant difference in the post-test score of digital distraction (F= 798.62, P<0.01) and academic engagement (F= 224.018, P<0.01) between the experimental and control groups. According to the findings, it can be concluded that teaching self-regulation skills reduces digital distraction and increases academic engagement.

Emotional intelligence refers to the differences between individuals in identifying motivation, emotions, and feelings, and controlling emotions, both in the individual and in social relationships. In fact, emotional Intelligence is the ability to process information related to one's emotions and the ability to use the information as a guide for understanding and acting. (MacCann et al., 2020). According to Bar-On (2003), emotional intelligence and teaching this skill deals with oneself, others, and the environment. Therefore, it should be more adaptive to changing conditions and be more successful in meeting environmental demands. Responsibility in the educational situation is broad in scope and guarantees health indicators and improved quality of life of children in school. In addition, recently, scientific interest in the problems of stress and coping with it has been increasing. Therefore, the purpose of this study was to investigate the effectiveness of emotional intelligence training for preschool teachers on their responsibility and coping skills.

The research method is applied based on purpose and based on data collection, quasi-experimental with pre-test-post-test design and control group. The statistical population includes preschool teachers in Izeh City in 2020. From the target population, 30 people were selected by random sampling method and assigned to experimental (15) and control (15) groups. First, pre-tests were performed for both groups. The experimental group received emotional intelligence training in 10 sessions of 45 minutes over two months. The instruments used in the pre-test and post-test include the Responsibility subscale of the California Psychological Inventory and the Coping Inventory for Stressful Situations. Data were analyzed using the analysis of covariance by SPSS-23 software.

The results obtained by comparing the post-test of independence variables in the two groups by controlling the effect of the pre-test, after emotional intelligence training showed the scores of responsibility and Task-oriented coping who participated in the experimental group compared to those in the control group Were significantly increased (P <0.01). The results also showed that the scores of the components of emotion-oriented coping and avoidant-oriented coping who participated in the experimental group, compared to those who were replaced in the control group decreased (P ≤.01). In general results showed that emotional intelligence training has a significant effect on the responsibility (F=20.20, p<0.0001) and coping skills (included: Task-oriented coping: F=11.25, p<0.003; Emotion-oriented coping: F=14.75, p<0.001; Avoidant-oriented coping: F=5.07, p<0.004) of preschool teachers.

Therefore, it can be concluded that emotional intelligence training is an effective method to increase preschool teachers’ responsibility and positive coping skills by using techniques such as familiarity with the concept of emotion, emotional awareness, identifying emotions, accepting emotions, confronting emotions, and personal responsibility skills. Also, emotional intelligence training because it emphasizes both cognitive and emotional factors, affects preschool teacher’s responsibility and coping skills.

Academic procrastination is a way to escape from living in the present and to postpone what we have decided to do to the future. The aim of this study was to evaluate the effectiveness of schema therapy on rumination and academic procrastination of Yasouj University students. The design of this study was a quasi-experimental pretest, post-test with a control group. The statistical population included all undergraduate students of Yasouj University. Thus, among the undergraduate students of Yasouj University, students who wished to participate in the project were registered and then they were asked to complete the consent form in the research. Out of 72 volunteers, 60 student were registered and assigned to two experimental and control groups. They completed the Nalin Hooksma and Murrow rumination Questionnaires and the Lee procrastination Scale. The subjects in the experimental group were trained in schema therapy for 8 sessions and the control group did not receive any training. Then both groups were re-evaluated by post-test. One month later, post-test was followed up from both groups. After the pre-test, data analysis was performed using ANKOA analysis method. The results showed that the post-test scores of procrastination were significantly different between the two groups; this means that the procrastination of the experimental group has decreased after training in schema areas. According to the results of the present study, it can be concluded that schema therapy has positively and significantly treated rumination and academic procrastination.

Present study aimed to mediate the role of Self-regulation in the relationship between Sports self-efficacy and Self-concept with weight loss behaviors of students.

The current research is a descriptive survey of the correlation based on structural equation modeling. The study’s statistical population included all female and male first-high school students in Eqlid (Fars province) in the academic year 2022-2023. The sample size of 250 students was selected by multi-stage cluster random sampling. After examining the questions related to the subject’s height and weight, they were grouped as overweight and obese with a body mass index of 25 or higher. Data were collected using the standard Mendaglio and Pirist self-concept (1995), Kerel and colleagues (2007) sports self-efficacy, Miller and Brown (1999) self-regulation, and weight loss behavior questionnaire by Mazloumi Mahmoudabad and colleagues (2017). Data analysis was performed by Structural Equation Modeling and with PLS 8.8 software.

The results showed that sports self-efficacy and self-concept a had direct and significant effect on weight loss behaviors. Also, the results showed that self-regulation has a mediating role in the relationship between sports self-efficacy and self-concept with behaviors related to weight loss behaviors.

By increasing sports self-efficacy, self-concept, and self-regulation, weight loss Behaviors will also increase. Therefore, it is better in environments where therapists, pay more attention to sports self-efficacy, self-concept, and self-regulation in obese and overweight teenagers.

The purpose of the present study was to investigate the factor validity and reliability of the class structure goal questionnaire and its relationship with students' academic emotion. This questionnaire was developed by Midgley et al. (2000). For this purpose, 400 male and female students were selected randomly from Kohgiluyeh and Boyerahmad Province high schools. To test the reliability of the questionnaire, Cronbach's alpha coefficient was used and exploratory and confirmatory factor analysis was used to determine its validity. In line with the results of the research Midgley et al. (2000)present study showed that the questionnaire had acceptable internal consistency and Cronbach's alpha coefficients in its sub-scales ranged from 0.79 to 0.91. Also, the results of exploratory and confirmatory factor analysis confirm that the structure of the questionnaire has an acceptable fit with the data and all the goodness indicators of fit are validated by the model. The results also showed that there is a positive and significant relationship between the goal structure of mastery and the goal-oriented performance-approach with positive emotions (enjoyment from class and hope in the classroom). The structure of mastery has a negative relationship with negative emotions (class boredom and anxiety in the class), while the relationship between the performance-approach goal structure and negative emotions has not been meaningful. In addition, the performance-avoidance goal structure has a negative relationship with negative emotions and has a negative relationship with positive emotions. Therefore, this questionnaire can be a useful tool for evaluating student perceptions of the class goal structure

In this study, the relationship between academic motivation and Cognitive engagement with mediator role of achievement emotions is surveyed. Participants were 315 college students (173 female and 142 male) in different fields and sections in faculty of psychology and education at Shiraz University that were chosen by stratified random sampling. For measuring the variables, Academic Engagement Scale (Reeve and Tseng, 2011), Motivation Scale (Vallerand ,1989) and Achievement Emotions Questionnaire (Pekrun, 2005), were used. Fitness of the proposed model was examined through structural equation modeling (SEM), using AMOS-21 software package. The indirect effects were tested using the bootstrap procedure. Findings indicated that the proposed model fit the data properly. Better fit and more meaningful results obtained by eliminating two insignificant path. The results indicated that intrinsic motivation has significant positive effect on Cognitive engagement, but extrinsic motivation & amotivation have no significant effect. The result of indirect relationship showed that dimensions of academic motivation only through positive emotions have significant indirect effect on Cognitive engagement.

Students' academic achievement and the study of affecting factors, it is an important issue that has been a major part of educational science research. The main purpose of this study was to investigate the mediating role of responsibility in the relationship between family communication patterns and perception of the classroom environment with academic achievement of junior high school students.

The statistical population included all male and female students of the third grade of the first high school of Dehdasht city in the academic year 1995-96. To achieve the pupurpose of this research, a group of 266 people was selected by stratified sampling method from the statistical population and responded to the Fitz Patrick and Ritchie (2002) family communication pattern questionnaire, Fraser and McRoby perception of the classroom questionnaire (1996) and the Kurdlo responsibility measurement questionnaire (2010). The grade point average was used to measure academic achievement. In order to analyze the data, Structural Equations Analysis (AMOS) was used, and Cronbach’s alpha was used to determine the reliability of the tools.

Findings after analyzing the results showed that family communication patterns have a direct and significant effect on children's academic achievement. Family communication patterns also have an indirect effect on academic achievement through responsibility. Perception of the classroom environment has a direct and significant effect on students' progress. Perception of the classroom environment also has an indirect effect on academic achievement through responsibility. Responsibility also has a direct and significant effect on students' academic achievement. In general, the results showed that direct and indirect paths (through responsibility) of family communication patterns and perception of the classroom environment were significant on academic performance.

Responsibility has a mediating role in the relationship between family communication patterns, perception of the classroom environment and students' academic achievement.

The aim of this study was to compare the effectiveness of cooperative and metacognition teaching methods on motivational beliefs and self-regulated learning in male high school students in the Lodab region.

The research was quasi-experimental with a pretest-posttest design with a control group. The statistical population of the study included all male students of the second year of high school in the Lodab region in the academic year 1399-1399, from which 60 people were randomly selected and randomly assigned in 3 groups: teaching method of cooperative teaching, metacognition teaching method, and assigned control. (20 people in each group). The two experimental groups received cooperative training based on cooperative teaching method and metacognition teaching method by a teacher in 10 one-hour sessions for 2 months, while the control group received their usual training in the classroom. The research instrument included Pintrich and Digrott (1990) Self-Governance Learning Strategies Questionnaire which was completed in two stages of pre-test and post-test.

The results of the multivariate analysis of covariance showed that intervention methods (cooperative teaching method and metacognition) were effective on the variables of motivational beliefs and self-regulated learning (P <0.01). Also, the results of comparing the effect of cooperative and metacognition teaching methods on motivational beliefs and self-learning showed that cooperative and metacognition teaching methods did not differ significantly in influencing these variables.

It can be concluded that cooperative and metacognition teaching methods can increase the motivational beliefs and self-regulated learning of students.

The purpose of this study was to investigate the distinction between intelligence quotient (IQ) and rationality quotient (RQ) among student’s Humanities and Fundamental Sciences in Yasouj University. A sample of 70 students were selected by classified sampling. To collect the required data, for assessment of rationality quotient the Comprehensive Assessment of Rational Thinking (CART) scale (Stanovivh, West and Toplak, 2016) was used. Also for assessment of intelligence quotient the Wechsler Adult Intelligence Scale (WAIS) was used. The gathered data were analyzed through ANOVA. T-test for independent groups and effect size (Cohen’s d Effect Size Calculator for T-Test) and the following were found: 1-there was no significantly differences between students in Humanism College and fundamental sciences at intelligence quotient (IQ) and rationality quotient (RQ). 2-There was difference significantly between IQ and RQ among students that way intelligence quotient (IQ) was highest than rationality quotient (RQ). 3-The students with high and low IQ were the same in systematic cognitive bias and error.

The present study aimed to investigate the relationship between coping styles and critical thinking skills of university students with their perceived stress after Yasouj earthquake (April 2018). The research method was non-experimental and correla-tional. Statistical population of the study consisted of students of Yasouj universities in the academic year of 2017-18. The sample of the study included 280 students selected through multistage cluster random sampling. Perceived Stress Scale (PSS), California Criti-cal Thinking Disposition Inventory (CCTDI), and Coping Innventry for Stressful Situations (CISS) were administered. The results showed that there was a negative and significant relation-ship between problem-oriented coping style and students' perceived stress. Also, there was a positive and significant relationship between students' emotion-oriented coping style and their perceived stress. The relationship between avoidant coping style and students' perceived stress was not significant. Critical thinking had significant negative relationship with students' perceived stress. The results of stepwise regression analysis showed that emo-tion-oriented coping style, critical thinking, and problem-oriented coping style were respectively pre-dictors of students' perceived stress.

Fundamental psychological needs fulfillment are assumed to be major determinants of subjective well-being. Discovering the relationships of these variabeles implecation and education importance. But the important point is that mediating role of hope and future prospects in these relationships has not been examined.

The purpose of this study was to investigate the relationship between basic psychological needs and subjective well-being with the mediating role of hope and future perspective of students.

The current research population of Khorram Abad secondary school students is 240 people who were selected by multistage cluster sampling method. In this study,  fundamental psychological needs scale for measuring  fundamental psychological needs variable, two life satisfaction questionnaires, and positive and negative affective for measuring the variables of subjective well-being, life hope scale for hoping variable and time perspective questionnaire for measuring future perspective.

The results of structural equation modeling showed that fundamental psychological needs is related both directly with subjective well-being and indirectly predicts subjective well-being through its impact on hope and future prospects (p<0/001).

The results of this research emphasize the importance of recognizing the role of fundamental psychological needs, hope, and future prospects on students' subjective well-being.

Understanding learning styles of students is really useful in selecting appropriate teaching styles, design of educational environment, developing educational equipment and so on. Thus, the aim of this study was to investigate learning styles of high school students in rural areas of Koohrang County. A survey research method was used for this purpose. Research population included high school students in rural areas of Koohrang County (N= 1437) that about 305 ones selected as research sample using Kerjcie and Moorgan Sampling Table and Stratified Random Sampling Technique. Also, the analysis of variances (ANOVA) and Chi Square tests were used to analyze data. The results showed that the supposed students had Divergent (28%), Accommodating (26.9%), Convergent (24.59%) and Assimilating (20.32%) learning styles respectively. The other results of this study showed that the average score for the educational achievement of students was different and statistically significant between these four groups, so that students with convergent learning style had the maximum and those with divergent learning style had the minimum educational achievements. Furthermore, significant relationships were observed between students' learning styles and their sex and major.

The purpose of this research was to investigate the effect of teaching philosophy for children on the theory of mind and Machiavellianism beliefs in elementary school students. The research design was quasi experimental and pre-test, post-test and control group. The statistical population of the research consisted of 90 subjects were selected and randomly assigned to two groups of 45 subjects in experimental and control group. The book "Stories for Thinking" by Robert Fisher was used to teach philosophy for children that was based on storytelling method. Subsequently, experimental group subjects were trained in philosophy for children for ten sessions. The data were collected using the theory of mind Questionnaire (Happe, 1994) and the Machiavellianism Beliefs Questionnaire (Christie and Geis, 1970). The results showed that the teaching of philosophy for children promoted the theory of mind and reduced the Machiavellianism beliefs in the experimental group subjects compared to the control group.

Students' emotional engagement is an antidote that may reduce academic motivation and academic achievement, so it is important to identify the factors that affect it. Hence, the relationship between achievement goals and emotional engagement with mediator role of achievement emotions was surveyed is this study. Participants were 315 college students in different fields and sections in Faculty of Psychology and Education at Shiraz University that statistical population were chosen by stratified random sampling. For measuring the variables, Academic Engagement Scale (Reeve and Tseng, 2011), achievement goals Questionnaire (Elliott and McGregor, 2001) and Achievement Emotions Questionnaire (Pekrun, 2005) were used. Fitness of the proposed model was examined through structural equation modeling (SEM), using AMOS-24 software. In addition, the indirect effects were tested using the bootstrap procedure. Accordingly to findings, it indicated that the proposed model fitted the data properly. Better fit obtained by eliminating two insignificant path. Moreover, the results indicated that mastery-approach goals and performance-approach goals had a significant positive effect on emotional engagement, though performance-avoidance goals had significant negative effect on emotional engagement. Ahtough mastery-avoidance goals had no significant effect on emotional engagement. The result of indirect relationship showed that mastery-approach goals, mastery-avoidance goals and performance- avoidance goals through negative emotions, and mastery-approach goals, mastery-avoidance goals and performance-approach goals through positive emotions had significant indirect effects on emotional engagement.

The purpose of this paper was Predicting the tendency of men to violence against their women , based on aggressive cognitive scripts, anger control methods and sexual satisfaction in Kohgiluyeh and Boyerahmad provinces The study method was a Non-experimental from correlation type. In order to achieve the above goal, from Statistical population of the research that was all married men in Kohgiluyeh and Boyerahmad Province in 1396, 400 poeple was selected by multi-stage cluster sampling method and responded to questionnaires of the tendency to violence against women, aggressive cognitive scripts, pielbergers State-Trait Anger Expression and sexual satisfaction. The results showed that aggressive cognitive scripts have a positive and significant relationship with the tendency towards violence against women. There was a negative and significant relationship between the methods of controlling anger and the tendency toward violence. Also, the relation between sexual satisfaction of men and their tendency towards violence against women is negative and significant. Regression results showed that aggressive cognitive scripts, sexual satisfaction and anger control method respectively, were predictors of tendency toward violence against women. Aggressive cognitive scripts, sexual satisfaction, and anger management and control methods can predict the tendency of men to violence against women.

Students' academic achievement is considered a determining factor in assessing the quality of educational systems. Evidently, realization of this will not be possible without the full engagement of learners in academic activities. Recently, researchers have used the term ‘engagement’ to refer to ‘the quality of effort students themselves devote to educationally purposeful activities that contribute directly to desired outcomes’ (Hu & Kuh, 2002, p. 555). Academic engagement is a multi-dimensional structure: behavioral engagement, agentic engagement, cognitive engagement, and emotional engagement. The behavioral scale was designed to tap teachers’ perceptions of students’ effort, attention, and persistence during the initiation and execution of learning activities (Furrer & Skinner, 2007). Reeve and Tseng (2011, p.1) initially proposed the concept of agentic engagement. They defined it as “students’ constructive contribution into the flow of the instruction they receive”. Agentic engagement is similar to the other two aspects of engagement, as it is similarly a constructive student-initiated pathway to academic progress; but it is also meaningfully different. Conceptually, agentic engagement is a uniquely proactive and transactional type of engagement. Cognitive strategies involve the use of rehearsal, elaboration, and organizational strategies to increase encoding, retention, and comprehension of classroom materials (Weinstein & Mayer, 1986). Emotional engagement involves interest, boredom, happiness, anxiety, and other affective states, any of which could affect learners’ involvement in learning. Achievement goal theory has become one of the dominant frameworks for the conceptualization of achievement motivation in general, and motivation in school in particular (Elliot, 1999; Pintrich, 1994). Academic engagement is under the influence of several factors such as achievement goal, academic motivation and achievement emotions. Achievement goal theory was formulated out of several research programs that converged on the idea that students construe meanings for achievement situations, and that these meanings involve a comprehensive purpose for engagement in action, namely, achievement goal orientations (Maehr, 1984; Molden & Dweck, 2000). Moreover, academic motivation refers to the cause of behaviors that are in some way related to academic functioning and success, such as how much effort students put forth, how effectively they regulate their work, which endeavors they choose to pursue, and how persistent they are when faced with obstacles (Schunk et al. 2008). Atkinson and his colleagues (1957) formed the concept that achievement motivation that stems from two separate needs. One is the motivation to achieve, which is related to one’s desire to accomplish successful goals and the other is the motivation to avoid failure. In line with these studies, research is needed to investigate the relationship that achievement goals and academic motivation could have with academic engagement and the mediating role that achievement emotions could play in this regard. The statistical population of the study constituted the students of education and psychology, who engaged in the academic year 2016-2017 at Shiraz University. Participants were 315 college students (173 female and 142 male) in different fields and sections in the faculty of psychology and education at Shiraz University who were chosen through stratified random sampling. For measuring the variables, Academic Engagement Scale (Reeve and Tseng, 2011), achievement goals Questionnaire (Elliott and McGregor, 2001), Motivation Scale (Vallerand, 1989) and Achievement Emotions Questionnaire (Pekrun, 2005) were used. Fitness of the proposed model was examined through structural equation modeling (SEM), using AMOS-21 software package. Findings indicated that the proposed model fit the data properly. Better fit and more meaningful results were obtained by eliminating two insignificant paths. The results indicated that mastery-approach goals and performance-approach goals have significant positive effect on academic engagement. However, mastery-avoidance goals and performance-avoidance goals had no significant effect. On the other hand, intrinsic motivation was found to have a significant positive effect and extrinsic motivation had a significant negative impact on academic engagement, while amotivation had no significant effect. The results of the indirect relationship showed that achievement goals dimensions through negative emotions, and mastery-approach goals, mastery-avoidance goals and performance-approach goals through positive emotions have a significant indirect effect on academic engagement. Besides, the dimensions of academic motivation through positive emotions, intrinsic motivation and amotivation through negative emotions were found to have a significant indirect effect on academic engagement. Direct hypothesis examination indicated that: mastery goal approach could significantly predict Academic engagement, so that students with mastery goal approach had high academic engagement. Moreover, students with mastery goal approach focused on personal competence. Furthermore, such students enjoyed academic activities and welcomed challenging activities. Based on research findings, mastery-avoidance goal could not predict academic engagement. These students avoided defeat and error and left the tasks incomplete. Performance approach could also significantly predict academic engagement. These students were motivated by proving superiority over others and gaining favorable judgments about their progress. Similarly, intrinsic motivation could significantly and positively predict academic engagement. This might be because students with intrinsic motivation perform academic tasks spontaneously. On the other hand, extrinsic motivation could significantly and negatively predict academic engagement. These students fulfilled their academic tasks to obtain external rewards and reinforcements. Indirect hypothesis indicated that, positive academic motivation has a mediating role in the relationship that mastery goal approach, mastery-avoidance and performance approach have with academic engagement. Moreover, positive academic achievement has a mediating role in the relationship between intrinsic and extrinsic motivation and academic engagement.

The crucially important role of working memory in the daily activities of human life and education has led researchers to devise ways to improve working memory. The purpose of this research was to determine the effectiveness of instructing self- regulation strategies on processing efficiency and working memory function among female high school students. The design of this study was a quasi-experimental, pre-test, post-test with a control group. Software information processing index and N-Back software have been used as the research tools. The statistical population consisted of all high school female students in Yasouj city in the academic year of 2016-2017, that a 30 sample of students was selected through multi-stage cluster sampling and assigned to two groups of experimental and control. After the pre-test, the experimental group was trained for 12 sessions based on the Pintrich model, and the control group did not receive any training. Again, two groups were evaluated with post-test. Data analysis was performed using MANCOVA. The results showed that the post-test of the processing efficiency and working memory performance has significant difference between the two groups. This indicated that the processing efficiency and working memory performance in the experimental group increased after the training of self-regulation. Based on the results of the present study, it can be concluded that training self-regulation strategies can increase the processing efficiency and students' working memory performance.

The purpose of this study was to predict the students' boredom in social studies based on the variables of classroom structure, teaching quality and support Affective of the teacher. The statistical population of this study was all 9th grade high school students in Shiraz, in the academic year 1395-96. A sample of 379 people was selected by random cluster sampling. To collect the required data, the questionnaire was used for the study of academic boredom (Pekrun et al., 2002 and 2005), the quality of teaching by Cyriakides et al. (2000), Affective support of teacher Sakiz (2007) and the classroom structure of Eliot and Charch (2001). Data analysis was performed using appropriate statistical tests at descriptive and inferential levels. The results showed that the dimensions of class structure (task, Authority and Harsh in Evaluation) were able to predict academic boredom, and there was a negative and significant relationship between these dimensions and academic boredom of students in social studies lessons. On the other hand, the dimension focus evaluation ability to predict students' boredom was not a social studies lesson. Other findings indicated that there is a negative and significant relationship between the quality of teaching and affective support of the teacher to the students' academic boredom in the social studies lesson and the ability to predict academic boredom.

The purpose of this study was to investigate mediating role of coping with stress styles in the relationship between creative thinking and psychological well-being. Population included 410 students Tehran university students who were selected as sample by using multi-stage cluster sampling method. Research method was descriptive and co-relational. The data collection tools were Ryff Psychological Well-Being Questionnaire (1989), Andler and Parker Coping with Stress Styles Questionnaire (1990) and Torrance Creative Thinking Questionnaire(1979). The results showed that creative thinking had a direct and positive impact on psychological well-being. Creative thinking with the help of mediating role of Problem-oriented and emotional-oriented methods had indirect effect on psychological well-being. Problem-oriented method had positive impact and emotional-oriented method had negative impact on psychological well-being. There were not any significant relationships between avoidance-oriented method with creative thinking and psychological well-being variables. Therefore as a conclusion coping with stress methods had a mediating role in regards to creative thinking and psychological well-being.

The emphasis on ethical values, especially the protection of moral behavior, has increased dramatically in the recent years. The aim of this study was to investigate the relationship between self-concept, moral metacognition and moral behavior with the mediating role of moral reasoning students from high schools in shiraz. For this purpose, 300 students were randomly selected by using multi-stage cluster sampling method and filled out questionnaires of self-concept (Rogerz, 1975), questionnaires of metacognitive knowledge (Swanson and Hill,1993), and moral development scale (Manavipour). Data were evaluated by multiple regression analysis with synchronized method based on baron and Kenny(1989). Results demonstrated that self -concept (β=0/42, P<001), and moral metacognition had positively direct effect(β= 0/18, P<001) on moral reasoning. Also, self-concept and moral metacognition have an indirect effect on moral behavior through mediating role of moral reasoning. Moral reasoning positively predicts moral behavior. Therefore, it can be concluded that the moral reasoning has a mediating role in the relationship between self-concept and moral metacognition with moral behavior.