mohammadali mohammadifar

The present study was conducted with the aim of explaining the causal relationship between motivation for progress and academic self-concept with the level of academic engagement and the mediating role of perfectionism. The participants included 300 first high school students of Semnan in the academic year 1400-1401, who were selected by random cluster sampling method. In order to measure the variables of the research, the questionnaires of Hermans progress motivation, Dr. Delaware's academic self-concept, Rio's academic conflict, identity perfectionism and Felt were used. Imus software and path analysis method were used to evaluate the proposed model. The findings showed that according to the values of the indicators obtained, progress motivation, academic self-concept, and perfectionism positively predict the level of students' academic engagement. Therefore, according to the obtained results, it indicates that increasing and strengthening the level of self-concept and positive coma, as well as creating the motivation for progress in students can increase the academic engagement of students, and there is a positive relationship between the motivation for progress and academic engagement, also the results indicate the relationship There was a positive relationship between academic self-concept and academic engagement.

The purpose of this research was to investigate the effectiveness of cognitive empowerment of mental states on the mind reading ability of substance dependent people. The current study was a quasi-experimental type with a pretest-posttest design with a control group. 30 drug addicts with the same conditions in terms of age, education, occupation, etc. were selected and randomly assigned to two experimental and control groups (15 people in each group). The participants responded to the eye reading test (Baron-Cohen test) in the pretest and posttest. The experimental group was subjected to the intervention of the cognitive empowerment program (Terme program) and the control group did not receive any intervention. The results of covariance analysis showed that cognitive empowerment (Terme program) is effective on the ability to read minds (theory of mind) in drug dependent people. In fact, the Terme program has improved the ability to read minds through the eyes in drug dependent people. Based on the results of the present research, it is possible to use the cognitive empowerment program (Terme program) in the ability to read minds through the eyes for drug dependent people.

The purpose of this research was to investigate the effectiveness of practical training of intimate communication skills on love styles, psychological well-being, emotional abuse and marital tension in married women. The research method was a semi-experimental pre-test-post-test type with a control group. The socio-statistics of the research included all married women who referred to the health centers of Mahdishahr city in 2019. Among these, 30 people were selected by available sampling method and were randomly divided into two experimental (15 people) and control (15 people) groups. The participants of both groups completed questionnaires of lovemaking styles, psychological well-being, emotional abuse and marital tension in the pre-test and post-test. The practical training of sincere communication skills was carried out in 10 sessions of 90 minutes with the frequency of one session per week on the experimental group. Data were analyzed by multivariate analysis of covariance. The results showed that the practical training of intimate communication skills reduced emotional abuse and marital tension and improved psychological well-being and love styles in the group that was trained, but no significant difference was observed in the friendly love style. As a result, this method can be used to reduce conflicts and improve the quality of married life in couples.

The present study was conducted with the aim of comparing the effectiveness of cognitive-behavioral(CBT) therapy and metacognitive therapy(MCT) on psychological distress (stress, anxiety and depression) in drug addicts. The research method was a quasi-experiment with pre-test and post-test control group and the statistical population were all drug addicts in Semnan city in the year 2021. Participants were assigned by random sampling into three groups, two experimental groups(cognitive- behavioral therapy and metacognitive therapy) and one control group. The research tool was Laviband and Laviband (1995) depression, anxiety and stress scale. Data analysis was done by multivariate covariance analysis. The findings showed that both interventions were effective in improving psychological distress in drug dependent people. Also, there was no significant difference between the effectiveness of the two treatments (p<0.01). According to the results of the research, cognitive-behavioral therapy and meta-cognitive therapy can be used to improve the mental health of substance dependent people.

The aim of this study was to the effectiveness of emotion- focoused couple therapy on the emotional schemas of young couples.

The research method was semi-experimental to pretest-posttest. The statistical population consisted of all young couples with adjustment problems who referred to psychological service and counseling centers in Tehran in the second half of 2019 (N=2025). Among them, 20 couples (40 people) were randomly selected based on inclusion criteria, and then replaced in two groups: emotion-focoused couple therapy, and the control group. The research instruments included emotional schemas scale (Leahy, 2002). The experimental group received the emotion- focoused couple therapy with Johnson's (2004) in 9 sessions of 60 minutes. The control group was waiting. Data were analyzed using analysis of covariance (MANCOVA) by SPSS25 software.

The results showed that there was a significant difference between the experimental and control groups; And emotion-oriented couple-therapy interventions had a significant positive effect on the emotional schemas of young couples (p<0.05).  

Based on the results of the present research, emotion-oriented couple-therapy can be effective in improving the emotional schemas of young couples; And it is recommended that therapists and family counselors use this treatment in other therapeutic interventions to improve emotional schemas of couples.

Considering the importance of adolescence in people's lives and the importance of responsibility, resilience, and hope in this period as the underlying characteristics of a person with high mental health, the present study aimed to investigate the effect of choice theory training on responsibility, resilience, and hope of second-grade high school girls.

This is a quasi-experimental study that was performed with 40 high school girls participants in Mashhad city in 2020-2021, assessments including The Kordlo's Responsibility Questionnaire, the Connor-Davidson's Resilience, and the Hinds Adolescent Hope were completed once before and once after the intervention. Participants were randomly divided into intervention and control groups. The members of the intervention group received Choice Theory Training for Responsibility, Resilience, and Hope in 8, 90-minute sessions. Analysis was performed using SPSS 24 by multivariate covariance method for the components of the responsibility variable and univariate covariance for responsibility, resilience, and hope.

The main findings of the study show that the intervention had a significant effect on the responsibility, hope, and resilience at the 0.01 alpha level .

Choice theory training can be used as an effective way to improve and enhance the responsibility, hope, and resilience of high school girls.

Academic procrastination is a behavior that can be created following cognitive beliefs and structures and also be influenced by cognitive processes. Various factors related to perception and abilities play an important role in the occurrence of procrastination. The present study aimed to investigate the mediating role of learning strategies in the relationship between metacognitive beliefs and academic procrastination.

To investigate the research model and hypotheses, the method of structural equations has been used. . Among the statistical population of undergraduate students of Kerman University of Medical Sciences, 412 students are on the scale of metacognitive beliefs about procrastination (Farini et al., 2009), learning strategies (Weinstein and Palmer, 2002) and procrastination Academic (McCloskey, 2012) responded by multi-stage random cluster sampling.

In the findings section of the present study, it was found that metacognitive beliefs were directly (β = 0.57 p = 0.0001) and indirectly (β = 0.17 p = 0.009) through procrastination learning strategies. Academic work has a positive and significant effect.

The findings of the present study showed that metacognitive beliefs have a positive and significant effect on academic procrastination both directly and indirectly through learning strategies. According to cognitive-behavioral theory, it can be argued that metacognitive beliefs affect information processing and lead to different behavioral consequences.

Evaluation of the academic performance of students helps to increase the quality of teaching and learning. The information collected through performance assessment helps teachers to identify the problems of the students as well as the weak points of the programs and measure the degree of adaptation of the curriculum and educational approaches to the needs of students. These assessments also help students to know what mistakes they have made and how they can correct those mistakes. Questionnaire is one of the tools to collect information about students' academic performance. Questionnaire is one of the most widely used data collection tools in social science research. The main purpose of the questionnaire is to obtain relevant information in the most reliable way. Therefore, the accuracy and consistency of the questionnaire is an important aspect of the research method, which is known as validity and reliability. Validity and reliability increase transparency and reduce opportunities to introduce researcher bias into research. Reliability refers to stability. That is, if we use the same tool or test several times, we should get the same results. If the instrument is unreliable in this sense, then the data are considered irrelevant to the phenomenon or concept being measured. Validity means that a test or instrument measures exactly what the researcher intended it to measure.

This research is a psychometric type. The statistical population of this study was made up of all the male and female students of the second secondary school in Semnan city, numbering 3952 people. The sample size was determined with the help of Cochran's formula of 400 people. Then, using cluster random sampling method, sample people were selected and completed Pham and Taylor's academic performance questionnaire (EPT). This tool contains 48 items with a five-point Likert scale and it measures five dimensions of self-efficacy, emotional effects, planning, lack of outcome control, and motivation. In this scale, a score less than 120 means poor academic performance, higher than 175 means strong academic performance, and between 121-174 average academic performance. In order to analyze the data, the statistical methods of exploratory factor analysis, confirmatory factor analysis and internal consistency (Cronbach's alpha) were used.

Using the Kaiser-Meier-Oklin and Bartlett's sphericity tests, the adequacy of the sample and the factorial ability of the data were checked and the value of KMO statistic was equal to 0.710 and the chi-square value in Bartlett's test was 593 and in this way, the possibility of doing factor analysis on the variables was confirmed. The amount of variance extracted for all subscales was more than 0.5. Two factors with an eigenvalue greater than one were found and the Pebble diagram also confirmed the existence of two factors. The first factor could explain 51.508% and the second factor could explain 24.210% of the variance of all research variables. Self-efficacy, motivation and planning were the subgroup of the first final factor, and lack of control over the outcome and emotional effects were the subgroup of the second final factor. In justifying the first factor, it can be stated that familiarity with study skills and the use of learning strategies such as planning lead to academic success of students, and this positive experience affects self-efficacy beliefs and motivation to progress and regarding the justification of the second factor, it can be said that the training of emotion regulation skills changes the level of self-control of people. All the factor loadings after rotation (Varimax) were more than 0.7 and showed the appropriateness of the factor analysis and the extracted factors. The highest value of the factor load was related to planning (0.861) and the lowest value was related to emotional impact with a value of (0.837). The reliability of Pham and Taylor's academic performance scale was obtained through internal consistency using Cronbach's alpha of 0.904, which indicates the good reliability of this scale. Also, this result was obtained if questions 5, 7, 8, 23, 26, 33, 37 are removed, the reliability of the scale increases. Finally, Lisrel software and confirmatory factor analysis were used to check the relationships and fit of the extracted factors. The results indicated a good model fit (AGFI: 0.95, CFI: 0.96, IFI: 0.96, NFI: 0.94, GFI: 0.99). The RMSEA index was in the desired range (0.069) and the chi-square value to degrees of freedom was obtained less than 3 and 2.91.

In general, and based on the results, it can be said that the Iranian academic performance questionnaire of Pham and Taylor (1999) has good validity and reliability and can be used to achieve various goals. It is suggested to check the validity and reliability of this questionnaire for different educational levels and age groups with a larger number of samples or with other statistical methods.

Couples' relationships could always be face traumatic situations for various reasons and could be divorced. Therefore, it seems necessary in any treatment approach attention to the influential of the family fom major injuries. The aim of this study was to comparision of the effectiveness of schema therapy and emotional-based couple therapy on couples' young self-differentiation.

The research method was experimental extended to pretest-posttest multigroup. The statistical population consisted of all young couples with adjustment problems who referred to psychological and counseling service centers in Tehran in the second half of year 2019 (N = 2025). Among them, 30 couples (60 people) were randomly selected based on inclusion criteria and then replaced in three groups: schema therapy, emotional-based couple therapy and control group. Research instruments included the Differentiation of Self Inventory (DSI). The first experimental group received the Young's (2001) therapy scheme in 12 sessions of 45 minutes, the second experimental group received the emotional-based couple therapy training with Johnson's approach (2004) in 9 sessions of 60 minutes. The control group was waiting for their turn. Data were analyzed using analysis of covariance (MANCOVA) and LSD post hoc test and SPSS25 software.    

The results showed that there was a significant difference between the experimental groups and control group; And both therapy-intervention schema therapy and emotional-based couple therapy had a significant positive effect on self-differentiation of young couples (P <0.05). Also, the results of LSD post hoc test showed that the effectiveness of schema therapy intervention on self-differentiation was higher than emotional-based couple therapy (P <0.05).

According to the results of the present study, schema therapy and emotional-based couple therapy interventions can be effective in improving self-differentiation of young couples; It is recommended that therapists and family counselors use these therapies along with other therapeutic interventions to improve self-differentiation of couples.

Several studies have investigated the relationship between executive functions of the brain with resilience in athletes, but there is controversy regarding research on the role of components of executive functions in brain through mediating the research gap resilience.

To investigate the success of professional chess players influenced by the role of components of executive functions of the brain by investigating the mediating resilience.

The research design was descriptive correlational The statistical population of all professional chess players was Iranian rating by the relevant federation in 2017-2018. 545 individuals were selected as sample through available sampling method. Research tools include the Connor & Davidson Resilience Scale (1979–1991), the Continuous Audiovisual Performance Test (American Psychiatric Association, 2002), the London Shales Tower Test (1982), and the Chess Athletes Rating Score. Data analysis was performed using factor analysis and factor loadings.

The three components of planning and organizing, continuous attention and response control were significantly influenced by the variables of executive functions (P< 0/05). The five components of resilience also significantly affected the present variable of resilience (P< 0/05). Variables of executive functions and resilience had a direct, positive and significant effect on the success of chess players (P< 0/05). The overall structural effect of executive functions variable also had a significant indirect effect through resilience on executive functions (P< 0/05).

By enhancing executive functions, the chances of success and mediation of chess players increased.

The increasing importance of the movement of positive psychology and consequently positive education has led scientific study to foster and promote human psychological flourishing. This research aimed to provide an educational-interventional protocol to foster and promote flourishing and evaluate its effectiveness.

With a pretest and posttest design and a control group, this study was performed on 34 teachers from two schools in Tehran, selected by multi-stage cluster sampling. After randomly allocating teachers to the test and control groups, they complete the Human Psychological Flourishing Scale and Flourishing Questionnaire. Then, the educational-interventional flourishing protocol was only presented to the test group during 14 sessions. The questionnaires were filled again by all the subjects at the end of the course.

According to the results of the univariate and multivariate covariance analyses, flourishing training significantly increased all the components of flourishing in the test group, compared to the control group.

According to the results, the application of educational-interventional flourishing protocol increased all the components of flourishing among teachers (e.g., positive emotion, relationships, meaning, and accomplishment, sense of satisfaction/happiness, individual competency and social contribution). Therefore, this protocol can be applied to promote the flourishing of teachers.

The production of science and research has always been one of the indicators of scientific progress that advances social, economic, social, cultural, and so on. The purpose of this study was to investigate the structural relationships between the performance variables of graduate students' performance with the performance of faculty members with the role of intermediate motivation for academic achievement and self-efficacy of students.
The design of this research was relational. The statistical population of the study was all postgraduate students of the University of Tehran during the academic year of 1969-98. A total of 648 people were selected through stratified sampling. The research tools were questionnaire of student evaluation of teachers' educational performance, Educational Achievement Motivation Questionnaire, Commodity Inventory Questionnaire and Research Performance Questionnaire. The data was compiled using two spss and lisrel software.
The mean and standard deviation of students' research performance from 24 points were 4.77 ± 2.61. The structural effect of academic achievement motivation on self-efficacy and research performance was significant. The effect of teacher training performance on students' research performance was significant. The value of 0.17 of variance of research performance by model variables, 0.31 of self-efficacy variable was explained by the variable of motivation of academic achievement and teaching performance of faculty members, and 0.57 of the motivation variable of academic achievement was explained by the teacher's educational performance variable. The effect of educational performance of faculty members on the motivation of academic achievement and self-efficacy was significant on student's research performance.
It can be concluded that the performance of teaching faculty is one of the important variables on other important educational structures of the students.

Globalization has proposed a new form of the citizenship which is called “Global Citizenship” and has caused the education systems to look for preparing the students for living in the universal community and to prepare them for confronting
with global challenges and problems through reviewing their policies. This research has been done with the aim of determining the degree of attention to the global citizen's characteristics in the upstream documents of Iran's education system. It was a descriptive research with the content analysis and the document analysis design. The research population included the upstream documents of the education system such as the document of "the fundamental transformation of education", "the act of the sixth development plan", "the national curriculum of the Islamic republic of Iran", and "the citizenship rights charter". To collect the data, a researcher-made content analysis checklist was used which was made based on the components of the global citizenship education, extracted from the literature review. Its validity was confirmed by some experts of this field and its reliability was computed using the Neundorf percentage agreement formula (%80). Findings showed that the global citizenship has not been paid attention as it deserves, and it is necessary that the education system policy-makers pay more attention to this concept. This is because solving the global problems requires the simultaneous realization of the membership, rights, charges and responsibilities and global participation, which will be achieved only through the institutionalization of the global citizenship as aware, active and responsible citizens in the urban community and beyond, in national and international community.

Background and This study aims to present a model to show the relationship of emotional intelligence with academic achievement and the mediating role of self-esteem and social support in this relation.
Research The study was descriptive and type of correlational. The study population were all high school students KHAF city that 360 person were selected by random cluster sampling as sample. In this study, questionnaires Txiki emotional Skills and competencies, Rosenberg Self-Esteem, Multidimensional Scale of Perceived Social Support Zimet and colleagues were used. The resulting data were analyzed by Pearson correlation coefficient and path analysis.
Findings: The findings showed that emotional intelligence, self-esteem, and social support have a significant relationship with academic achievement and self-esteem and social support also have a mediating role in relationship between emotional intelligence and academic achievement. The model had a suitable fitness.
Thus the results imply the importance and role of self-esteem, social support, and emotional intelligence in improving academic achievement that

The aim of present study was to investigate the relationship between the quality of classroom instruction and cognitive appraisals with academic emotions and their motivational outcomes, based on Pekrun’s control- value theory. The participants were 586 nine grade students (male and female) in Tehran that selected using multistage cluster sampling method. The participants completed five questionnaires, Academic Emotions Questionnaire (AEQ), Academic Motivation Scale (AMS), Academic Control Scale, Cognitive Activation Questionnaires and Perceived Teacher Feedback, Questionnaire and four scales, task difficulty, task value, mastery evaluation and Teacher’s Quality of Teaching Scale. The relation between variables were examined by a structural equation modeling and tested with path analysis method that the model was confirmed. The results of path analysis showed that cognitive activation, task difficulty, mastery evaluation and achievement feedback had significant and direct effects on cognitive evaluations. Cognitive activation and task difficulty had direct and indirect significant effects on positive and negative emotions and self-determined motivation, through mediatory variables. Achievement feedback had a significant direct effect on positive emotions and it had indirect significant effects on negative emotions and self-determined motivation. However teacher instruction quality had only a direct effect on negative emotions and an indirect effect on self-determined motivation. Also academic control and task value had significant effects on positive and negative emotions and self-determined motivation, and this emotions had significant effect on self-determined motivation. Therefore instructional quality as classroom environmental factor affect on cognitive appraisals and they are both determinants of positive and negative emotions experienced in classroom, And these emotions affect on self-determined motivation of students.

Flourishing refers to having a good life experience and is a combination of good feeling and effective performance. Positive psychologists believe that education of flourishing should be started in school years and from teachers of a community. Therefore, the purpose of this study was to investigate the flourishing of teachers in Tehran and it’s affecting demographic variables.

In this descriptive study, 412 high school teachers from Tehran were selected via multi-stage cluster random sampling method. Instrument was Human Psychological Flourishing Scale (Hojabiran, Rezaei, Bigdeli, Najafi & Mohammadifar, 2017) which measures 3 components including sense of satisfaction/happiness, individual competency and social engagement. The results were analyzed by descriptive statistics, multivariate and univariate analysis of variance.

Descriptive results showed that 4.6% of the teachers were languishing, 41.8% were moderately flourishing and 53.6% were flourishing. The status of teachers in the individual competency component is relatively desirable but it needs more attention in terms of satisfaction/happiness component. A comparison of flourishing based on demographic variables showed that married teachers achieved higher scores in all three components of flourishing. Official teachers also achieved higher levels of social engagement than unofficial teachers. There was no significant difference in the rate of flourishing based on other variables (gender, grade, major, parental education, job experience and ethnicity).

According to the results, it is suggested to develop an interventional to promote teacher's flourishing and to provide in their on the job training. Also arrangements to be considered to increase job support for unofficial teachers and provide counseling services to single teachers.

The increasing importance of the movement of positive psychology has led scientific research to explore and measure the optimal human performance or flourishing. Many researchers believe that the components of flourishing are different in sociocultural contexts, and culture is the primary factor affecting the optimal human performance. Therefore, in this study, we aimed to develop an instrument to measure human flourishing and to evaluate its psychometric properties in the sociocultural context of Iran.
In this study, we employed a cross-sectional research methodology. For this purpose, 412 teachers from senior high schools of Tehran were selected by the method of multistage cluster sampling and were requested to respond to the researcher-constructed human flourishing scale, Soleimani et al.’s Flourishing Scale, Diener’s Flourishing Scale, PERMA-Profiler, Ahvaz Self-Actualization Questionnaire, and Beck’s Depression Inventory. Data were analyzed using factor analysis, Cronbach’s alpha, and Pearson correlation.
Factor analysis was conducted via principal component analysis and varimax rotation. Three factors, namely, individual achievement/competency, social contribution, and sense of satisfaction/happiness were extracted. These three factors together explained 62.99% of the total variance. Thereafter, confirmatory factor analysis also confirmed the fitness of the three-factor model (CFI=0.96, GFI=0.95, AGFI=0.92, RMSEA=0.066, SRMR=0.047, χ2=141.16, df=51, and χ2/df=2.77). In addition, Pearson correlation analysis indicated that the researcher-constructed flourishing scale is significantly correlated with Soleimani et al.’s Flourishing Scale, Diener Flourishing Scale, PERMA-Profiler, Ahvaz Self-Actualization Questionnaire, and Beck’s Depression Inventory. Cronbach’s alpha reliability coefficients for the subscales of researcher-constructed flourishing scale, namely, sense of satisfaction/happiness, individual achievement/competency, and social contribution were respectively found to be 0.87, 0.83, 0.77, and 0.79.
The results of this study showed that the flourishing scale has acceptable psychometric features in teachers’ community, and it can be used as a valid instrument in psychological research.

Academic achievement has always been one of the most important constituents due to its individual and social effects and consequences. The purpose of this study was to assess the structural model of the correlation of family functioning and parental abuse with students` academic achievement with the mediating role of social adequacy and academic self-efficacy in 2015-16 academic year in Isfahan. This descriptive-correlational study was performed on 540 high school students in Isfahan during 2015-16 academic year. Data collection tools were Family Assessment Device (FAD), Demare’s Parental Abuse Measurement Inventory, Morgan-Jinks Student Self-Efficacy Scale, and Fellner’s Social Adequacy Scale. Data was analyzed in Lisrel software using path analysis. Results showed that the coefficients of the effect of family functioning on the academic achievement and self-efficacy were significant. Pearson correlation analysis showed that social adequacy had a significant correlation with family functioning and parental abuse, but in the model of prediction coefficients through path analysis, these coefficients and effects were not significant. In addition, the coefficients of the effects of family functioning on academic achievement mediated by self-efficacy, the parental abuse on academic achievement, parental abuse on self-efficacy, parental abuse on academic achievement mediated by self-efficacy, and self-efficacy on academic achievement were significant. Results showed that family functioning was influential in academic achievement and self-efficacy and that planning for improving these variables was a necessity for the educational system. Focus on variables that are influential in the academic achievement of adolescents could pave the way for their academic achievement in higher education as well.

Present study aimed to investigate the relationship between university atmosphere and the value system with tendency to emigration among Semnan University students. The method of research was descriptive-correlational. The study population consisted of university students of Semnan (13089 students). Using random stratified sampling and Morgan table, 384 of them were selected as sample. Measurement tools included questionnaire of tendency to emigration (Janalizadeh et al, 2014), questionnaire of university atmosphere (Nosrati et al, 2015), and questionnaire of Value Survey (Schwartz, 2004). Reliability was calculated with Cronbach alpha and was respectively (82.0), (87/0) and (91/0) for each instrument. Based on research findings the tendency of migration among students was ranging from moderate to high. Also, all dimensions of the university atmosphere and value system showed relationship with and were able to forecast students’’ tendency to migrate.

Introduction Anxiety and its related factors have been among the most widespread research domains in therecent decades. Anxiety is a mood-dependent phenomenon that often occurs without the presence of its stimulus and, thereby, affects behaviors and feelings. Anxiety sometimes appears mildly and naturally, and usually leads to an increase in motivation for the fulfillment of the activities. Occasionally, it is also manifested in a severe form and affects the person's whole life (Banga, 2016). Test anxiety is one type of anxiety that prevents students from acting effectively and efficiently and, thereby, is an obstacle to the optimal academic performance (Bozkurt, Ekitli, Thomas & Cassady, 2017). The studies conducted in the area of test anxiety and its consequences indicate that test anxiety is one of the serious obstacles to student's academic achievements and the most weakening factor of academic performance in all programs while it has been reported to prevail among 10 to 41% of students (Huberty, 2009; Whitaker Sena, Lowe, & Lee, 2007), and 15% of students experience it usually in a very serious mode (Putwain & Daly, 2014). Rupani et al. (2016) believe that although low levels of anxiety before the exam can trigger the examinee's ability, excessive anxiety can interfere with the person's ability and function and may bring about unpleasant consequences, such as increased inability and decreased function, digestive problems, headaches, and other physical and psychological side effects. Therefore, considering the complexity of the factors influencing anxiety, the present study sought to examine the cognitive, motivational, and behavioral components of test anxiety. Hence, self-regulation, self-efficacy, and procrastination were respectively analyzed as the cognitive, motivational, and behavioral components of test anxiety in the form of a causative model. It is noteworthy that the review of the related literature reveals that almost no research has investigated the relationship between these variables in the form of a single model. Accordingly, regarding the high prevalence of test anxiety and the need to pay attention to the effective variables in reducing it, the present study aims to examine some part of the complex and multifaceted nature of test anxiety. In addition, this study intends to assess some correlates and predictors of test anxiety through a structured model based on the direct roles of self-regulation and academic self-efficacy variables, and also through the mediating role of academic procrastination so that the contribution and importance of each one in the prediction of test anxiety can be determined.
Research question This study attempted to answer the following research questions: 1. Is self-regulation a negative predictor of test anxiety? 2. Is self-efficacy a negative predictor of test anxiety? 3. Is self-regulation a negative predictor of procrastination? 4. Is self-efficacy a negative predictor of procrastination? 5. Is procrastination a positive predictor of test anxiety? 6. Does procrastination play a mediating role between self-regulation and test anxiety? 7. Does procrastination play a mediating role between self-efficacy and test anxiety?
Method The present study falls within the category of correlational studies wherein the relationship between variables was evaluated in a model through path analysis method. To this end, self-regulation and academic self-efficacy were considered as the exogenous variables of the model, academic procrastination was regarded as the mediator variable, and test anxiety was considered as the endogenous variable of the model. Relative stratified sampling method was used to select the participants where the faculty and academic program were regarded as the strata. In this regard, the number of students in 17 faculties of Semnan University was extracted according to the statistics of the General Education Department. Then, 443 students were selected by stratified random sampling in proportion to the size of the faculties and academic programs and filled out the research questionnaires. From among these participants, 179 ones (59.6%) were male and 264 ones (40.45%) were female. Magno Academic Self-Regulated Learning Scale, Muris Academic Self-Efficacy Scale, Solomon, Rothblum Academic Procrastination, and Pintrich and De Groot Test Anxiety Scale were used as the data collection instruments in this study. The data were analyzed by Pearson correlation test and path analysis in SPSS and LISREL software.
Results The results of data analysis indicated that the model has a good fit with the research data, and it was revealed that self-regulation and academic self-efficacy predicted test anxiety both directly and indirectly (through the mediation of academic procrastination). In this regard, self-regulation and academic self-efficacy had significant negative relationships with test anxiety, but procrastination had a significant positive relationship with test anxiety.
Discussion On the whole, it can be claimed that the promotion of self-regulation and growth of selfefficacy beliefs may lead to a reduction in academic procrastination, may provide the grounds for student's endeavors and efforts to reach success and play a significant role in reducing student's test anxiety. In general, the research findings showed that self-regulation, self-efficacy, and procrastination play a detrmining role in predicting test anxiety. Therefore, student counselors and authorities are recommended to focus their efforts to increase student's self-regulation and academic self-efficacy. In this way, procrastination and test anxiety are reduced in students, and they can obtain academic achievements in consequence.

The aim of present study was to investigate the mediating roles of self-system processes, academic motivation and emotions in the relationship between classroom social context and academic engagement. The participants were 586 grade nine students in Tehran. They completed Academic Engagement Questionnaire (Reeve & Tseng, 2011), Academic Emotions Questionnaires (Pekrun et al., 2005), Academic Motivation Scale (Vallerand et al, 1989), Psychological Needs Satisfaction Scale (Filak & Sheldon, 2003), Teacher Emotional Support Scale (Sakiz, 2007), Autonomy Support (Blackburn, 1998) and Peers Emotional Support (Johnson et al, 1983) subscales. The results of path analysis showed that classroom social context (including teacher emotional support, autonomy support and peers emotional support) have effects on academic engagement through several pathways. Findings indicated that social context factors of classroom had effects on self-system processes (autonomy need satisfaction, competence need satisfaction and relatedness need satisfaction), and these processes influenced academic motivation. Academic motivation had an effect on academic emotions, and academic emotions structurally influenced academic engagement. Therefore, classroom social context had effects on academic engagement by the mediating roles of self-system processes, academic motivation and emotions

Task cost and its dimensions in the theory of expectance-value are important antecedents to achievement behaviors. The present study aims to validate an instrument to measure the task cost in high school students.
The participants were 363 high school students (172 Male, 191 Female) in second and third grades who were selected through random multistage sampling and completed task cost scale of Fluke et al, Pintrich's questionnaire of task value, Vallerand's Questionnaire of academic motivation, and Semnan's questionnaire of task value. Data were analyzed by confirmatory factor analysis.
The results show that a four-factor structure (the inside effort cost, the loss of valued alternatives cost, emotional cost, and outside effort cost) fits the structure of cost task. Cronbach's alpha for the total scale was 0.97 and for the subscales of the inside effort cost 0.87, the loss of valued alternatives cost 0.90, emotional cost 0.91, and outside effort cost 0.93. Correlation analysis shows that there is a significant relationship between the scores of subscales of task costs and task value in the range of -0.39 to -0.48. The scores of achievement value, value of internal interest, and value of external interest have a significant relationship with components of task cost in the range of -0.35 to -0.56. Furthermore, the subscales of task cost and reluctance have a significant relationship in the range of 0.22 to 0.29.
The Persian version of the task cost scale has acceptable psychometric characteristics for the students and can be used as a valid instrument in psychological researches

Depression and anxiety are among the most important health related priorities of the today's world. The aim of this study was to investigate the relationship between depression and anxiety with emotional regulation considering mediating role of mindfulness.
In a descriptive correlational design among all male and female university students mahdishahr city 350 participants were selected by convenience sampling method. All participants were asked to complete the Cognitive Emotion Regulation Questionnaire (CERQ) and the Five Facet Mindfulness Questionnaire (FFMQ, (as well as, the Depression and Beck Anxiety Scales.
Data were extracted from scales and questionnaires and analyzed by The Structural Equation Modeling (SEM) using AMOS software. Findings were reflected significantly direct paths for emotional regulation on depression (0/53) and anxiety (0/63) symptoms in students. Significantly indirect pathways were evident for emotional regulation on depression and anxiety symptoms through mindfulness skills (0/14) as well.
It could be concluded that emotion regulation is associated with depression and anxiety symptoms in the university students while mindfulness skills mediate this relationship. The mindfulness training and emotion regulation skills training is then highly recommended for promoting the psychological problems of students.

The present research aimed to compare the cognitive performance of bilinguals (Farsi-Turkish) and monolinguals (Farsi) on working memory.
The selected sample in this causal-comparative study included 120 male and female students in two groups of bilinguals and monolinguals who were matched in intelligent, age, and level of education variables. The tool package employed in this investigation comprised of numerical and spatial n-back task to assess the working memory. Findings were analyzed using the ANOVA analysis statistical methods.
Findings demonstrated that the performance of bilingual students in tasks of working memory central executive and visual-spatial was better than monolingual students. The gender differences showed that males were significantly more accurate than females on the spatial and numerical versions of the n-back task.
Bilingualism is perhaps one of the numerous factors which has positive effect on cognitive performance. This study showed bilingual adolescence have better performance in non-verbal tasks than monolingual adolescence. In addition, the results support a male advantage for high cognitive load spatial and central executive control of working memory.

The aim of the present study was to test the structural model of emotional job demands, teaching satisfaction and the performance of teachers with the mediatory role of emotional labor and the moderator role of emotional intelligence.
The participants were 432 (227 first set and 205 second set) teachers of Qazvin which were chosen through stratified random sampling. All of them completed the emotional labor and teaching satisfaction questionnaire of Yin and the performance questionnaire of Paterson. Data were tested through the modeling of structural equations. Findings showed that the measurement model for the emotional labor is valid with three markers of surface action, deep action and natural expression of emotion.
Teachers’ understanding of emotional job demands had a direct structural effect on the application of emotional labor strategies by the teachers (GA= -0.28, t = -3.02, P Emotional intelligence significantly moderated the structural relationship between teachers’ understanding of emotional job demands, the use of emotional labor strategies, teaching satisfaction and performance. This is while, in this model the measurement of emotional labor did not play a moderator role. Emotional job demands and emotional labor strategies were effective antecedents for performance and teaching satisfaction of teachers, especially teachers with high emotional intelligence. Job satisfaction and performance of the teachers should be studied considering the individual factors such as the emotional job demands, emotional labor strategies and the role that emotional intelligence plays.