mehdi arabzadeh

The present study aims to analyze the content of the fourth-grade Persian textbook based on spiritual and successful intelligence to develop an educational package and evaluate its effectiveness on students' academic performance.

This mixed-method research utilized qualitative content analysis (thematic analysis using deductive approach) and quasi-experimental methods (pre-test – post-test), fuzzy Delphi, and Shannon entropy in the quantitative section. The qualitative part involved semi-structured interviews with 10 experts in psychology and curriculum planning. In the quantitative part, 120 fourth-grade students were randomly assigned to control and experimental groups. The developed educational package was implemented and its impact assessed using covariance analysis.

The content analysis revealed that the textbook incorporates elements of spiritual and successful intelligence, with the highest weights for elements such as respect and kindness, transcendental understanding, giving meaning to life, and self-motivation. The implementation of the educational package showed a significant positive effect on students' academic performance.

Integrating spiritual and successful intelligence into the curriculum can significantly improve academic performance. The study suggests that educational strategies incorporating these elements can be beneficial for students.

Infertility is one of the health problems that currently affects about 20% of couples in Iran. The purpose of this study was to identify the obstacles and consequences of Iranian infertile couples during assisted reproductive treatment.

For the investigation of this issue, a qualitative approach and a qualitative content analysis method were used. According to the theoretical foundations and background of the research, the purposeful sampling method was used to interview people. This study involved conducting semi-structured, in-depth interviews with 32 infertile individuals, 22 of whom were women and 10 were men. The interviews continued until reaching the principle of theoretical saturation and not extracting and emerging a new concept from the data.

Obstacles and strategies in the present study are categorized into nine selective codes, 30 central codes, and 114 open codes in the general concept of an "uneven path to understanding the sense of motherhood and fatherhood". The consequences were defined by individual-internal, physical, family, and marital codes. Obstacles are also categorized by economic, socio-cultural, marital, religious codes, and unpredictable events.

The results showed that infertile couples struggle with many problems during fertility treatment, and various consequences occur during the treatment. Therefore, these people need attention from society, family, and health systems, and there is a need to have a multi-faceted view of people during the treatment so that this path is less challenging.

This research was conducted with the aim of comparing the effectiveness of sensory-motor games and neurofeedback on the attention of children with attention deficit and hyperactivity disorder. Previous studies consider factors such as attachment style, mindfulness, personality traits, and family factors to be effective and believe that people with hyperactivity disorder are deficient in emotional self-regulation, i.e., management and control in this area. For this reason, investigating the problems of this group and focusing on the issue of attention and concentration is important and needs attention.

This research was conducted as a semi-experimental study and the subjects were selected from all 8 to 12-year-old children in Tehran with hyperactivity and were randomly assigned to experimental and control groups. 40 subjects were placed in three groups of sensory-motor games, neurofeedback, combined group and a control group, and IVA2 was used to measure attention before and after the interventions.

The results of this research were evaluated using analysis of covariance after meeting the presuppositions and showed that the amount of visual and auditory effects in sensory-motor, neurofeedback and combined games in the group and the control after removing the pre-test effect. They are significantly different. This result means that the intervention of sensory-motor, neurofeedback and combined games have significant effect on the amount of attention in the dimensions of listening, attention, processing speed, caution, stability, tolerance, perception, stability and sensori motor. It has two parts, visual and auditory.

Based on the findings, the combined approach of sensory-motor games and neurofeedback has a greater effect on children’s attention than the two approaches of sensory-motor games and neurofeedback seperately, and there is a significant difference between the two approaches of sensory-motor games and neurofeedback in terms of the effect on attention

This study aimed to investigate the mediating role of cognitive flexibility in the relationship between metacognitive strategies and academic buoyancy in students. The research method was descriptive-correlational and based on structural equation modeling. The statistical population included all undergraduate students of Khomein Azad University in the academic year 2022-2023, from whom 325 were selected as a sample by multi-stage cluster sampling method. For data collection, the academic buoyancy questionnaire (ABQ, Martin and Marsh, 2008), cognitive flexibility Inventory (CFI, Dennis & Vanderwall, 2010), and metacognitive strategies questionnaire (MSQ, Macinerney &  Dowson,2004) were used. The results showed that the proposed model is a good fit and the direct effect of metacognitive strategies on academic buoyancy and cognitive flexibility was significant (p<0/001), and the direct effect of cognitive flexibility on academic buoyancy was significant (p<0/01). Other results showed that cognitive flexibility plays a mediating role between metacognitive strategies and academic buoyancy (p<0/01).  In general, it can be concluded that metacognitive strategies directly and indirectly with the mediation of cognitive flexibility affect the level of academic buoyancy in students.

Mathematical anxiety is a common and often debilitating phenomenon that can hinder students' learning and progress in mathematics. Therefore, identifying the influential factors is essential. This research aims to determine the mediating role of Mental Toughness in the relationship between executive functions, Reinforcement Sensitivity Theory, and mathematical anxiety.

This research is applied in terms of its objective and correlational in terms of data collection. The study population consisted of high school students studying theoretical subjects in the year 1401-1402 in Zanjan, Iran. A sample of 455 students was selected using multi-stage random cluster sampling. Research variables were measured using the following scales: Mental Toughness (McGeown et al., 2016), mathematical anxiety (Hopko et al., 2003), executive functions (Gioia et al., 2015), and Reinforcement Sensitivity Theory (Vecchione, M., & Corr, 2020). Data analysis was performed using SPSS-26 and AMOS-24 software. The research model was evaluated using structural equation modeling fit indices and path analysis.

Correlation coefficients indicated that executive functions and the behavioral activation system were capable of directly predicting mathematical anxiety. Significance of the indirect effect suggests that Mental Toughness mediates the relationship between Reinforcement Sensitivity Theory and executive functions.

Deficits in executive functions and behavioral inhibition systems lead to decreased Mental Toughness, which, in turn, increases mathematical anxiety. In contrast, optimal functioning of the behavioral activation system increases Mental Toughness, subsequently reducing mathematical anxiety. The research findings, including the practical implications and research recommendations, are discussed.

The aim of this study was to identify the psychometric properties or indicators of the Mental Toughness Scale for Adolescents by McGowan et al. (2016) and examine its relationship with academic procrastination, generalized anxiety, and math anxiety using path analysis. The research sample consisted of 455 high school students in Zanjan City, Iran, who were selected using cluster sampling. Participants completed the relevant scales through in-person administration. Data analysis was conducted in two phases and employing factor analysis and path analysis statistical methods. In the first phase, the psychometric properties of the Mental Toughness Scale were examined. The results revealed that a six-factor solution, in line with the proposed six dimensions of the Mental Toughness Scale (challenge, commitment, control over life and emotions, and self-confidence in abilities and interpersonal relationships), provided the best fit for the competing models. Additionally, the overall internal consistency of the scale was satisfactory, with a Cronbach's alpha coefficient of 0.81. In the second phase, the direct and indirect effects of Mental Toughness on generalized anxiety, math anxiety, and academic procrastination were examined using path analysis. The findings indicated that Mental Toughness has a direct impact on generalized anxiety, math anxiety, and academic procrastination. Moreover, Mental Toughness has an indirect effect on academic procrastination and math anxiety through the mediating role of generalized anxiety. The implications of the study's findings for schools and educational environments, as well as suggestions for future research, were discussed.

Resilience is a component that plays a meaningful role in enduring the hardships of the work and marriage environment. Therefore, it is identified as the main structure of personality, so it is influential to identify variables that can predict resilience.

The current research is based on the fundamental goal and the descriptive data collection method of the structural equation model correlation. The statistical population of the research consists of all married female nurses of hospitals and government treatment centers in Alborz province in 1401, who were selected by a multi-stage cluster sampling method of 400 people from different treatment units and departments. In this research, the Conner and Davidson resilience questionnaire (2003), Dennis and Vanderwaal cognitive flexibility scale (2001), and Bagaroozi marital intimacy scale (2001) were used to analyze data from Amos version 24 software.

For cognitive flexibility leading to marital intimacy, the value was 2.023. The value for the path of mental flexibility to resilience was 0.986, and for marital intimacy to resilience, it was 0.909. The critical ratio between cognitive flexibility (r= 0.767) and marital intimacy
(r = 0.796) had a positive and significant relationship with resilience at a significance level
of 0.01.

The results showed that the data fit the conceptual model of the research. Also, the mediating role of marital intimacy between cognitive flexibility and resilience was confirmed. According to the results obtained, to increase the resilience of married female nurses, it is suggested to health officials to Different cognitive, emotional and emotional variables of this group should be given special attention.

The current research was conducted with the aim of identifying the components of utlize media Didactica by teachers in the post-corona era. Two groups participated in this research.The group of experts was sampled by available and voluntary method and cluster sampling method was used to select teachers. The sample used was 15 experts and 185 teachers. In the process of action, first, using a semi-structured interview, the components of using media Didactica were identified and a researcher-made questionnaire was designed. It was given to a group of experts to measure validity, and after confirming its validity, it was given to teachers to measure reliability. The results of the confirmatory factor analysis of the statistical showed that the model included the three-factor model by placing 28 questions on the three factors of the theoretical model "lesson preparation", "lesson implementation" and "evaluation". Using Cronbach's alpha coefficient, the reliability of the questionnaire components was obtained, and its value is favorable and the coefficients of its subscales are between (0.87-0.81). In general, the results showed that teachers have media-educational competencies in three dimensions and its components are:1)teaching-learning process 2) promotion of competence 3)social development are used

Visual-Motor skill is essential for human development and an important part of psychological evaluations and allows a person to have sufficient interaction with her environment. In order to measure this important skill, it is better to use an objective and standard tool. Since for each psychological assessment tool, it is necessary to check the psychometric properties. The aim of the current research is to investigate the psychometric properties of B.G.V.M.T (2) in students aged 6 to 12 years. The current research was applied in terms of objective and descriptive research method of correlation type. The statistical population of the present study included all primary school students in the 4 educational districts of Qom in the academic year 1400-1401, which were selected by multi-stage cluster sampling, 374 girls and 444 boys from 8 schools. For the reliability of the test, retesting and dividing methods were used. The reliability coefficient obtained from the retesting of the test in the copy and recall phases was 0.85 and 0.78, respectively, and the average reliability coefficient was 0.67. To measure the validity of the test from 3 methods[calculating the correlation coefficients between the test scores of B.G.T (2) and Andre Ray and the inclusive scoring system and Koppitz, comparing the performance of children with and without learning disorders] was used. In general, according to results of the reliability and validity research conducted in this research, we can consider the B.G.T (2) with a G.S.S as a useful tool for measuring V.M ability of children.

The purpose of this study was to investigate how the level of difficulty of mathematical questions trigger the epistemic emotions (confusion, surprise, curiosity, enjoyment, anxiety, frustration and boredom) between students with mathematical disability (MLD) and high achievement (HA) during math problem-solving. The method of this study was causal comparative. The statistical population of this study are all students from the 5th and 6th grade in Shiraz, which according to our purpose was: 15 with math disability (5 girls and 10 boys), and 15 with high achievement (8 girls and 9 boys). The statistical method of this study was repeated measures ANOVA and MANOVA. The results showed that the level of difficulty of the questions increased the anxiety, frustration, and boredom of students with math disabilities compared to HA group while the surprise was decreased, but there was no significant difference in the excitement and curiosity between the two groups. These findings show that the difficulty of the questions is significant, but what is remarkable about the findings is the role of math disabilities in addition to the level of difficulty plays in inducing these emotions.

The aim of the present study was to systematically reviewing studies related to academic procrastination to identify a model and theoretical framework. This re-search was a secondary study and according to the implementation method was consi-dered as a systematic review. By searching in valid data-bases and studies that have dealt with the issue of academic pro-crastination from various aspects in the period of 2001-2021 and based on the PRISMA method, after identifying 1645 ar-ticles and screening 154 articles, among them 43 articles were selected for review.The results showed that predictors and correlators of academic procrastination were classified in five psychological approaches including: personality, contextual-environmental, cogni-tive- neuro-logical, emotional, and motiva-tional-volitional and categorized by internal and external consequences. The results of this classification led to the presentation of a comprehensive theoretical framework entitled the "Pentagon model of academic procrastin-ation" in which the inter-action between approaches and outcomes were emphasised. Based on these results, practical and research suggestions were provided for further research in the field of academic procrastination (passive and active(.

Resilience is known as a component that plays an important role in tolerating the hardships of the occupational and marital environment. Therefore, it is identified as the main construct of personality, so identifying variables that can predict resilience is important.

The present study is based on the basic purpose and in terms of the method of collecting descriptive data is correlational with structural equation model. The statistical population of the study included married female nurses in public health centers and hospitals of Alborzand province that 400 of them were selected by multistage cluster sampling method. To collect data, Conor and Davidson Resilience Questionnaire, Denis and Vanderwal Cognitive Flexibility Scale, Cognitive Emotion Regulation Questionnaire Granevsky et al., Short Form Skorn and Smith Self Differentiation Questionnaire, and Locke-Wallace Marital Adjustment Scale were used. To analyze the data, structural equation modeling test and SPSS 26 and Amos24 software were used. This research is IR identifier. ZUMS. REC.1401.297 has been approved by the ethics committee of Alborz University of Medical Sciences. . Participants were given informed consent and were assured that their information would be confidential.

The critical ratio between cognitive flexibility (r=76.7), cognitive emotion regulation (r = 72.9.), self-differentiation (r = 71.2), marital adjustment (r = 79.6) and resiliency was found at the significance level of 0.01. The results showed that the data fit with the conceptual model of the research. Also, the mediating role of marital adjustment, between cognitive flexibility, self-differentiation and the cognitive emotion regulation questionnaire on resilience was confirmed. According to the results, to increase the resilience of married female nurses, it is recommended to pay special attention to cognitive, emotional and emotional variables of this class.

According to the results of this study, it is suggested to the officials of the treatment staff to pay special attention to cognitive, emotional and emotional variables of this group to increase the resilience of married female nurses.

The main purpose of the study was to investigate the long- term effectiveness of expository text, refutational text and augmented text on conceptual change changes in elementary students (a combination of male and female students). Besides, the subordinate purpose of the study was to investigate the role of gender differences between male students and female students in the effectiveness of expository text, refutational text and augmented text on conceptual change and epistemic emotions on elementary students. Refutation text has been described by Guzzetti (2000) as one of the most effective means of producing cognitive conflict that can result in a change in readers' misconceptions, which means conceptual change. These texts traditionally contain three core features: (1) a common misconception is stated (e.g., Many people believe that if you drop a coin while walking in a forward direction along a straight path, the coin will land on the ground directly beneath the point from which it was released); (2) the misconception is refuted (However, the coin will actually move forward as it falls, landing some distance ahead of its point of release), and (3) evidence is described that supports the currently-accepted scientific explanation (Newtonian mechanics explain that when the coin is dropped, it continues to move forward at the same speed as the walking person because no force is acting to change its horizontal velocity). From an educational perspective, the effectiveness of refutation text has been attributed to increasing students’ awareness of their own conceptions in relation to scientific ones. This awareness, which involves the recognition of their own conceptions as limited and scientific ones as correct, is an essential condition for conceptual change. From a cognitive perspective, the co-activation principle, posited by van den Broek and Kendeou (2008), offers the ground for understanding how a refutation text supports conflict detection between prior knowledge and new scientific information. It postulates that by explicitly presenting misconceptions and scientific conceptions in close proximity to each other, a refutation text induces their co- activation in readers’ working memory, which in turn, facilitates the detection of conflicts and efforts to resolve them. By using the cognitive theory of multimedia learning (CTML), which posits learning from text and graphic is potentially superior to learning from text alone, an augmented text was produced. This augmented text consists of a refutation text added to an appropriate graphic. Like refutation text material, a refutation graphic should be designed to activate a misconception, refute it, and then present the correct conception. The combination of a refutation text and a refutation graphic may represent an optimal tool for knowledge revision. For multimedia learning to occur, information provided by texts should be integrated with information provided by graphics. Some crucial processes should be activated for effective multimedia learning. Specifically, selection and organization processes in the verbal and pictorial subsystems lead to the generation of a text-based model and a picture-based model. These models must then be integrated into a one-to-one mapping process, which also involves prior knowledge. The research method was experimental. The statistical population consisted of all 6th grade elementary students in region 17 in Tehran during the 1399-1400 school year. A sample of 155 students (77 female students and 78 male students) was selected from the statistical population. The sampling method was at-hand sampling. Their average age was 11.9 years. From a socio-economical point of view, most of them were middle class or indigent. According to three types of texts, students were accidentally divided into three groups: expository text group, refutational text group, and augmented text group. In the expository text group, there were 52 students (27 female students and 25 male students); in the refutational text group, there were 50 students (24 female students and 26 male students); and in the expository text group, there were 53 students (26 female students and 27 male students). In the first phase, in order to investigate the role of gender differences between male and female students, pretest- immediate posttest method was used. In the second phase, a delayed post- test was used in order to investigate the long- term effectiveness of texts on conceptual change.  Research instruments were Epistemic Emotions Scale (pekrun et al., 2016), researcher made texts (expository text, refutational text, and augmented text) and researcher made knowledge questionnaire (these texts and questionnaire were made under supervision of supervisors and expert teachers and passed a pilot study by researcher). Differences in knowledge questionnaire grade between pretest and posttest were used to examine the conceptual change. The data were analyzed using one- way analysis of variance (to study the effectiveness of three types of texts on epistemic emotions) and one- way analysis of covariance (to study the effectiveness of three types of texts on conceptual change) in the first phase and dependant T-test in the second phase. The first phase generally showed refutational text, and augmented text have significant effects on both conceptual change and epistemic emotions in both male and female groups, but expository text has not. Secernment results showed significant differences in epistemic emotions between refutation group and expository group and also between augmented group and expository group in both male and female groups. Therefore, there are no gender differences in this part. Moreover, regarding the effectiveness of texts on conceptual change, in the male group, differences in conceptual change between both refutation group and augmented group, as well as between expository group and augmented group, were significant. In the female group, differences in conceptual change between the refutation group and both the augmented group and the expository group were significant; besides, differences between the augmented group and the expository group were significant too. The delayed posttest results in the second phase showed that differences in conceptual change between immediate posttest and delayed posttest are not significant. Thus, texts have long- term effects on conceptual change. These results are very important and applicable to writers, especially who write academic books and suggest them use more refutational and augmented texts; the results might be useful for filmmakers and suggest them use refutational methods in producing scientific movies and cartoons.

The aim of the current research was to analyze the content of the fourth grade Persian book with the approach of revealing successful intelligence and to provide information and suggestions to the planners in order to improve and correct this book. Considering the nature of the research topic and the limitation of the statistical community, sampling has been omitted, and all of them have been considered as samples. The data collection tool is the content analysis list of textbooks, which was prepared and compiled after studying the theoretical foundations and legal frameworks, and its validity was determined by educational science specialists and relevant experts. The checklist measurement tool was based on the content analysis unit: text, photo, paragraph and exercise. The research results have been investigated and analyzed using descriptive statistics and entropy index. Entropy coefficient was calculated based on Shannon's formula, which showed that based on the three dimensions of successful intelligence, which includes analytical, creative and practical intelligence, the most weight is related to adaptability. With the environment, the ability to analyze, interact, use practical skills, exploration and continuous learning

This study aimed to determine the psychometric properties of the Persian version of the Brief Self-Report Measure of Executive Functioning Version 2 (BRIEF-2) in high school students. The sample included 455 high school students from Zanjan city who were selected through cluster sampling. Participants completed the self-report measures of the Gioia and colleagues' (2015) Behavior Rating Inventory of Executive Functioning (BRIEF), General Anxiety Disorder Questionnaire (GADQ) (Spitzer et al., 2006), and Grit Scale (Duckworth & Quinn 2009) through face-to-face classroom administration. The data were analyzed using SPSS-25 and AMOS-24 software, and statistical methods including Cronbach's alpha, Pearson correlation, and confirmatory factor analysis (CFA). The results of the CFA indicated that the three-factor model (cognitive, behavioral, and emotional) with seven subscales (inhibition, self-monitoring, shifting, emotional control, working memory, planning/organizing, and task completion) had an acceptable fit for Iranian students in comparison with one- and two-factor models. The internal consistency reliability of the total scale was 0.93, and for subscales ranged from 0.70 to 0.90. The criterion validity validity of the BRIEF-2 was supported by significant correlations with the GADQ and grit Scale. Overall, the Persian version of the BRIEF-2 demonstrated desirable psychometric properties and could be a reliable tool for assessing executive functioning in Iranian adolescents in educational, research, and clinical settings.

Intelligence is one of the most important human abilities and plays a significant role in people's progress. Anything that can increase intelligence affects people's success. Examining the intelligence of societies and the factors affecting it is extremely important. The purpose of this research is whether teaching philosophy to children and teenagers can be an effective intervention in increasing successful intelligence, emotional intelligence and wisdom of students. The design of the current research was semi-experimental and pre-test-post-test with a control group. The statistical population of the research included fourth grade elementary school students in Tehran, a school was selected using available sampling method and considering the inclusion criteria, 20 female students with an average age of 10 years were selected and They were randomly placed in two experimental and control groups. The tools used in this research include Gorigor and Sternberg's successful intelligence questionnaire (2002); Schering Emotional Intelligence Questionnaire (1995); Ardlet's Wisdom Questionnaire (2004); have been. The findings from the analysis of covariance showed that philosophy education for children and adolescents was effective on successful intelligence and emotional intelligence, but philosophy education for children and adolescents was not effective on wisdom, and therefore philosophy education for children and adolescents can be an effective intervention in increasing Successful intelligence and emotional intelligence of students should be used.

The purpose of this study is to investigate the experiences of mothers whose children have benefited from virtual education during the corona. The research method is qualitative and phenomenological. The study population is all mothers with primary school children in Tehran. 18 of these mothers participated in the study by purposive sampling. Semi-structured interviews were used to examine the mothers' lived experience and data analysis was performed by thematic content analysis. The research findings were obtained in four categories: online education challenges (economic, infrastructure and family), disadvantages of online education (technology, education and psychology), advantages of virtual education (family, individual) and solutions (interactive and educational). The results showed that virtual education does not have the necessary infrastructure for complete and appropriate education and it is better to provide appropriate solutions and contexts for this type of education and to benefit families in promoting education.

Meta-comprehension is an important factor in improving students' performance; however, many students have problems in meta-comprehension and regulating their learning.This study aimed to investigate the effect of summarizing on meta-comprehension accuracy and regulation accuracy in students. The research method was semi-experimental with a pretest-posttest design with an unequal control group. The statistical population was male students in the sixth grade of Tehran. 36 students were selected by available sampling method and assigned into control and experimental groups, randomly. In the pretest, after studying the text, the participants predicted their score in the exam and identified the paragraphs that need to be read again. Then, an exam was taken from the text to determine the accuracy of their predictions. In the post-test, the procedure was the same, except that the experimental group summarized the text, after studying the text, but the control group only studied the text. The results showed that the accuracy of monitoring and regulation in the experimental group was significantly higher than the control group in the post-test (p<0/01). It seems that presenting diagnostic cues in the form of producing an activity, by engaging the students in the monitoring process, makes realistic students' judgment of their comprehension and improves the regulation process in them.

The objective of the study was to investigate the effectiveness off expository, refutational and augmented texts on conceptual change and epistemic emotions on elementary student boys. The research method was experimental. A sample of 78 students was selected between all 6th grade elementary student boys in Tehran during 1399-1400 school year, through at hand sampling method. They were randomly assigned into three groups, 25 students in expository group, 26 students in refutation group, and 27 students in augmented group. The research design was pretest- posttest, and instruments were Epistemic Emotions Scale (pekrun et al.,2016) and researcher made texts. The data were analyzed by using multiple analysis of covariance. The results showed texts have significant effects on both conceptual change and epistemic emotions. Secernment results showed significant differences of epistemic emotions between refutation group and expository group and also between augmented group and expository group. Moreover, differences of conceptual change between both refutation group and augmented group and between expository group and augmented group were significant.

This study emphasizes the importance of targeting three social factors: parents, teachers and peers in multilevel interventions with the aim of optimizing academic engagement, subjective well-being and students' perception of self-worth during the transition to high school. Based on the self-system model of motivational development, effects of perceived social support of three social factors (parents, teachers, and peers) on dimensions of academic engagement with the mediating role of Subjective well-being and self-worth were examined. the role of gender moderation and socio-economic status were also measured.

This study focused on 578 students (307 girls and 271 boys) who studied in the first year of Tehran’s high schools which were selected by available sampling method. Song et al’s perception of social support scale (2015), Reeve’s academic engagement scale (2013), Rosenberg’s self-worth scale (1985) and Diner’s subjective well-being scale (1984) were used to gather the data for analysis using structural equation modeling.

  Results showed that perception of support by all three social factors (parents, teachers, and peers) positively predicts students' perception of self-worth, subjective well-being and academic engagement. Also, it was determined by examining the theoretical model that the indirect and significant effect of perception of social support on academic engagement is mediated by both variables of subjective well-being and self-worth. The results of hierarchical regression indicated the role of gender moderation and the lack of significance of this role for socio-economic status.

The purpose of this study was to investigate the effect of test anxiety management training on the mindfulness, psychological flexibility and resilience in students with test anxiety. The design of this study was quasi-experimental with pre-test-post-test and control group, and the population of the study included all female high school students in Rasht in the academic year of 2019-2020, who after performing a diagnostic test in order to identify students with test anxiety, the 34 participants were assigned randomly in control and experimental groups of 17. Test Anxiety Questionnaire, Mindful Attention Awareness Scale, psychological flexibility questionnaire and Connor-Davidson Resilience Scale were completed, as the pre-test, by both groups, and after nine test anxiety training sessions, were given again to the groups, as the post-test. The data were analyzed by one-way ANCOVA. The results indicated that test anxiety training is effective to improve psychological flexibility and resilience, but no significant effect was observed on mindfulness. These findings have implicit applications for teachers and educators.

One of the most important curricula in our country is the Persian curriculum, which is directly part of the subjects of all students from the first grade to the end of high school. The purpose of the current research was to analyze the content of the fourth-grade Persian book with the revelation of spiritual intelligence and to provide information and offer suggestions to the planners to improve and correct this book.

The current research is descriptive in terms of practical purpose, in terms of data collection, and is specifically based on qualitative content analysis. The statistical population of this research consists of the fourth-grade Persian books. Descriptive statistics and entropy coefficient calculations based on Shannon's formula were used to check the data and information.

The results of data analysis showed that the highest weight was related to the feeling of giving meaning to life, respect and kindness, creating value, positivity and excellence.

The effective components in strengthening spiritual intelligence including giving meaning to life, perception of creative excellence, creative value and strengthening of positive thinking have been obtained. Therefore, spiritual intelligence should be one of the functions that education curriculum planning experts should develop in textbooks.

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

The purpose of this research is to analyze the structural analysis of the mediating role of creativity in the relationship between organizational intelligence and organizational performance among engineers working in Qazvin city. The current research method is descriptive and correlational, and the statistical population of the research includes all working civil engineers with more than 10 years of work experience and members of Qazvin Engineering System Organization, which were 1000 people in total. The sample size was 278 people who were selected using Cochran's table and random sampling method. Data collection tools are the standard questionnaires of Karl Albrecht's organizational intelligence, Hersey and Goldsmith's organizational performance, and the organizational creativity questionnaire that was distributed among the sample. Validity and reliability tests were performed using SPSS software, and research hypotheses were tested using SEM method with the help of PLS software. The results indicate that the coefficient of significance of the three paths between the variables of organizational intelligence, creativity and organizational performance (2.505, 7.544, 5.147) are greater than 1.96, which indicates that the direct effect of organizational intelligence on organizational performance and also the indirect effect Organizational intelligence on organizational performance through the mediating variable of creativity is significant with a confidence level of 0.95 and confirms the hypotheses of the research. Also, based on the results of the research, all the components separately had a positive and significant relationship with creativity based on the Pearson correlation coefficient. As a result, the members of the engineering system of Qazvin city in today's competitive environment, in order to improve organizational performance, should pay attention to the establishment and implementation of organizational intelligence and pay attention to the components of creativity.

The main purpose of this study was to explain teachers’ approach to teaching based on their achievement emotions and emotional creativity with the mediating role of teacher academic optimism and self-efficacy. The present fundamental research adopted a correlational design and a structural equation modeling to explore the relationship between the variables. The statistical population of this study consisted of teachers working in schools in Kushk-e Nar district (Parsian county, Hormozgan province), Shibkaveh district (Hormozgan province), and Chah-e Mobarak district (Asaluyeh county, Bushehr province). The participants included 501 teachers (298 men and 203 women), who were selected by stratified random sampling and aged between 24 and 56. The participants were asked to respond to the following questionnaires: teachers’ achievement emotions questionnaire, teachers’ emotional creativity questionnaire, teachers’ academic optimism questionnaire, teachers’ self-efficacy questionnaire, and teachers’ approach to teaching questionnaire. The results showed that the proposed theoretical model of research had a good fit with the experimental data. Both enjoyment and preparedness factors had positive and significant direct effects on teacher-centered and learner-centered approaches to teaching. While anxiety had a negative and significant direct effect on the learner-centered approach to teaching, effectiveness/authenticity had a positive and significant direct effect on the learner-centered approach to teaching. Enjoyment, pride, preparedness, and effectiveness/authenticity factors had positive and significant indirect effects on teacher-centered and learner-centered approaches to teaching with the mediating roles of teacher academic optimism and teacher self-efficacy. Whereas anxiety had a positive indirect effect, innovation had a negative indirect effect on teacher-centered and student-centered approaches to teaching with the mediating role of teacher academic optimism. To sum up, the results showed that both teacher academic optimism and teacher self-efficacy played an important mediating role in explaining the relationship between teachers’ achievement emotions and their emotional creativity with regard to teacher- and learner-centered approaches to teaching