mohammadjafar shokouhi

the aim of this study was to investigate the mediating role of self-concept in the relationship between mindfulness and counterproductive academic behavior. So via clustered random sampling, 209 high school students (113 boys and 96 girls) were selected. Dutchman et al.'s (2018) Mindfulness Scale, Chen and Thompson's Academic Self- Concept Inventory (2004) and the Rimkus 's (2012) Counterproductive Student Behavior Scale were used to gathering data. Structural equation modeling was used to examine the research hypotheses. The results showed that the direct effect of mindfulness on counterproductive academic behavior was not significant; but the direct effect of mindfulness on self-concept and the direct effect of self-concept on counterproductive academic behavior were significant; also, the effect of mindfulness on counterproductive academic behavior was mediated significantly by self-concept. In general, the findings revealed the role of mindfulness and self-concept in explaining counterproductive academic behavior. Based on the findings of this study, it can be concluded that in order to reduce students' counterproductive academic behavior, their academic awareness and Self-concept should be considered.

The aim of this study was to investigate the mediating role of self-efficacy and academic self-regulation in the relationship between self-esteem and happiness. The statistical population of the study included undergraduate students of Fars Farhangian University (4803 students) who were studying in the first semester of the 98-97 academic year. Among them, 358 students were selected by one-stage cluster sampling. Subsequently, they completed four valid scales including Oxford Happiness Questionnaire, Sherer General Self-Efficacy Scale, the Cooper Smith Self-Esteem Scale, and the Magno Educational Self-Regulation Scale to assess the variables. The validity and reliability of all the scales were confirmed. Also, Path Analysis with SEQ was run as the statistical technique for analyzing the data. The results show that the proposed model's fitness to observations was desirable. Additionally, happiness was predicted directly by self-esteem (p < 0.03), self-efficacy (p < 0.01) and academic self-regulation (p < 0.001). Moreover, self-efficacy and academic self-regulation had a stronger significant mediating role between self-esteem and happiness (P=0.03). The direct path of self-esteem to self-efficacy (p < 0.001) and self-esteem to academic self-regulation (p < 0.001) were also significant. It means that not only does self-esteem predict happiness, but also it can be predicted strongly by self-efficacy and academic self-regulation. Thus the relationship between self-esteem and happiness with the mediating role of self-efficacy and academic self-regulation is meaningful.

Action research is aimed at developing new skills or approaches to problem-solving in educational and work environments. Action research is a function of the position and begins by identifying a problem in a certain domain, and continues to work to solve that problem. In fact, it is a suitable method for identifying and solving school problems. In recent years, teachers have come to know more about this method. The purpose of this study was to investigate barriers to action research from the viewpoint of male and female elementary school teachers in Marvdasht city. The present research is descriptive and correlational. The research community consists of all male and female teachers in the Marvdasht district. Cluster sampling was done. 132 male teachers and 50 female teachers were selected as the research sample. A questionnaire was used to collect information. Descriptive and inferential statistics were used to analyze the data. The results of the research show that there is a meaningful relation between methodological barriers, individual characteristics, organizational barriers, legal and administrative obstacles and teachers' action research.