morteza latifian

Today's man is confronted with a multitude of challenges, ranging from health, environmental, economic, and international relations issues, to matters of spirituality. These problems, whether considered individually or collectively, pose significant threats to human life and well-being. Experts and researchers across various disciplines are now working diligently to develop solutions and overcome these challenges facing humanity. The concept of Evolutionary-Cosmic Metacognition represents an effort to foster a sense of unity and interconnectedness with all aspects of existence, potentially enabling individuals to view themselves as an integral part of the broader fabric of existence and promoting positive, constructive behavior while reducing destructive tendencies. The primary objective of this study was to conceptualize the theory of Cosmic Evolutionary Metacognitive Beliefs and validate a measurement instrument for assessing these beliefs. The study was designed with an applied purpose and utilized a correlational research methodology. For the data collection, a random multi-stage cluster sampling technique was employed, and 181 students from both Shiraz University and Shahid Bahonar University in Kerman participated in the survey. They provided responses to a set of 81 statements pertaining to the concept of evolutionary-cosmic metacognitive beliefs. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were utilized in this study to assess the validity and reliability of the scale. Through EFA, it was determined that 20 items possessed the necessary conditions for inclusion in the Cosmic Evolutionary Metacognitive Beliefs Scale. These items were grouped into four factors based on the obtained results. The Confirmatory Factor Analysis found that 3 of the items did not possess adequate strength to account for the desired factors. As a result, the Cosmic Evolutionary Metacognitive Beliefs scale incorporates 4 factors and 17 items with favorable psychometric indices. This revised scale is recommended for use in future research by interested scholars and researchers.

This study investigated the mediating role of resilience on the relationship between family communication patterns (including conversation orientation and conformity orientation) and motivational regulation (including interest enhancement, self-consequating, environmental control, mastery self-talk and performance self- talk). Participants were 572 high school students (290 boys and 282 girls) in Shiraz city selected through multistage cluster sampling method. Structural equation modeling using AMOS software revealed that conversation orientation and conformity orientation can positively predict motivational regulation. However conversation orientation was much stronger than conformity orientation. Conformity orientation predicted motivational regulation directly but the association between conversation orientation and motivational regulation was indirect and mediated by resilience.

This study aimed to investigate the moral identity as the role of mediator in the relationship between general intelligence and moral reasoning. This study considers general intelligence as an exogenous variable, and dimensions of moral identity (internalizing and externalizing) as mediator variables, and moral reasoning as an endogenous variable. The participants of this study were 250 nurses of hospitals in Kerman whom were selected by random multistage cluster sampling method and they responded to Cattell-III IQ Test (Cattell, 1943), Self-Importance of Moral Identity Scale (Aquino & Reed,22002), and Nursing dilemmas test (Chrisham, 1981). The method of research was correlation and path analysis was used to analyze the data. The results showed that the general intelligence has positive effect on the moral internalization (β=0.20, p=0.0001) and the moral internalization has a positive effect on the moral reasoning (β=0.26, p=0.0001) and the moral of symbolism has a negative effect on the moral reasoning (β=-0.14, p= 0.03). Also, it was found that the moral internalization played significant mediator role between general intelligence and the moral reasoning (β=0.05, p= 0.006). Based on these findings can be concluded when a person used his intelligence function in order to internalize of moral values, can have a richer argument.

This study investigated mediation role of test anxiety in relationship between perfectionism and academic procrastination. Participants were 480 male and female students from Azad Arsenjan University. Participants completed the test anxiety subscale of Motivated Strategy for Learning Questionnaire (Pintrich & etal, 1991), Multidimensional Perfectionism Scale (Hewitt & Flett, 1991), Academic procrastination scale (Solomon & Rothblum, 1984). The path diagram of hypothetical model tested by Sequentional simultaneous regression analyses, according to recommended steps of Baron and Kenny(1986). Results showed that (a) self-oriented perfectionism (SOP) and socially-prescribed perfectionism (SPP) directly, were predictors of academic procrastination, (b) SOP in comparison to SPP was negative and strong predictor of procrastination and (c) test anxiety was partially mediator between both kind of perfectionism and procrastination. Implications and suggestion for future studies are discussed.

Executive skills are high-level cognitive skills helping children with their daily activities and learning assignments. The present paper aims to study the validity and reliability of the Executive Skills Scale for pre-school children. The study was a descriptive research. Using cluster sampling method, 250 subjects (including 150 female and 100 male subjects) were selected from among pre-school children in Isfahan, and their mothers responded to the Executive Skills Scale items. The validity of the scale was evaluated with content validity, item analysis (item–total correlations), and factor analysis. The reliability of the mentioned questionnaire was studied through Cronbach’s alpha and split–half reliability. The results showed that item-total correlation coefficients were significant in all cases, varying from 0.21 to 0.81. (P=0.0001). Moreover, using Cronbach’s alpha, the reliability of the whole scale was calculated as 0.75. Also, the split-half reliability was computed to be 0.80. The results indicated that the Executive Skills Scale is of acceptable psychometric properties to be used for the Iranian pre-school children.

The purpose of this study was to provide a better understanding of the link between positive and negative perfectionism and academic procrastination by examining the role of task value as a mediator in the relation of these constructs. For this study, the data were collected from 850 college students from Azad Arsanjan University. To test hypothesized model, the following four instruments were administered to participants: Task value subscale of Motivated Strategy for Learning Questionnaire (pintrich et al, 1990) Multidimensional perfectionism Scale (Hewitt & Flett, 1991); Multidimensional perfectionism Scale (Frost et al, 1990) and Academic Procrastination Scale (Solomon & Rothblum, 1984). To examine the reliability of the measures Cronbach's alpha coefficient and to determine validity factor analysis method were used. In order to examine research hypotheses, the statistical procedures suggested by Frazier et al. (2004) and Hoyle and Smith (1994) were followed. Structural equation modeling (SEM) was conducted to test the meditational effect by using LISREL (8.5). The results reveal that hypothesized model fit the observed data. These findings suggest that positive and negative perfectionism both directly and indirectly influences academic procrastination and task value mediates partially the relationship between positive and negative perfectionism and academic procrastination. Implications of this study are discussed.

One of the basic aims of elementary education is math learning. Historically math researchers have consistently advocated specific classroom practices as substantial influences in instruction and learning. The purpose of present study was to investigate the relationship between teacher’s academic education and experiences، teacher’s quality of teaching، time and opportunity of learning and students’ ability of calculation and problem solving. The sample consisted of 650 fourth and fifth grade elementary school students (320 girls and 330 boys) that were selected through randomized cluster sampling method. The measuring instruments were quality of teaching scale، time and opportunity of learning form، a researcher made mathematics achievement test (including problem solving and calculation questions). The validity and reliability of all these instruments were confirmed. The results revealed a significant difference between students’ ability of problem solving and students’ ability of calculation. Also results showed teacher’s academic education and experiences significantly predicted students’ ability of calculation and problem solving through time and opportunity of learning.

The purpose of this study was to investigate the relationship between the Big Five-Factor Model of Personality and dimensions of perfectionism from Frost et al point of view. In this study 191 (152 female and 39 male) undergraduate students, selected by multistage random cluster sampling method were participated. The participants were from different departments of colleges of Human sciences of Shiraz university. The Big Five-Factor Model of Personality Questionnaire and Multidimensional Perfectionism Scale were used to measure personality traits and perfectionism. The results of multiple regression analysis indicated that concern over making mistakes and doubting about the quality of one’s actions dimensions were positively predicted by neuroticism. Perception of high parental criticism dimension was positively predicted by neuroticism and negatively by agreeableness. Setting high personal standards was also positively predicted by conscientiousness and openness to experience factors. In addition, Preference for order and organization were positively predicted by conscientiousness. In this study, implications and applications of the finding have been discussed.

The learning styles as the important component in the process of teaching and learning help teachers understand how students learn. Despite the theoretical importance of the role and influence of personality characteristics on learning styles, there is little explicit empirical research in this field. The purpose of this research was to investigate the relationship between the big five factors of personality and learning styles. Participants in this research included 190 students (99 female and 91 male) of Humanities and Engineering in Shiraz University. The learning style inventory (Kolb, 1985) and big five factor of personality questionnaire (Goldberg, 1999) were used. Factor analysis method was used to verify the validity and the alpha Cronbach were calculated to determine the reliability of the questionnaires. The resulting coefficients confirm the reliability and validity of the scales. Results of multiple regression showed that the Conscientiousness was the predictor of active experimentation for female and male students of Engineering and predictor for reflective observation for female students of Humanities. Also openness to experience was positive predictor and neuroticism was negative predictor of abstract conceptualization for male Engineering students. The openness to experience negatively predicted the reflective observation in the female students in both humanistic and engineering students. The factors of agreeableness and openness to experience were predicted the concrete experience in the male students of engineering.

he goal of the present study was to examine the relationship between personality characteristics and a need for cognition. A sample of 109 female and 82 male studensts from various universities in Shiraz completed the Big Five Personality Factors Questionnaire (Goldberg, 1999) and the Need for Cognition Scale (Cacioppo, Petty, Kao, 1984). Finding demonstrated that the need for cogni- tion is correlated positively with openness to experience, conscientiousness and extraversion and negatively with neuroticism and no correlation with agreeableness. But just the openness to experience could predict the need for cog- nition (r2=0.18). The implications of the research about the need for cognition are discussed.

This study was aimed to investigate the relationship between perfectionism and goal orientation A sample of 200 per-university girl students, who were selected via cluster via cluster random sampling procedure from per-university centers in shiraz-city, completed the goal orientation questionnaire and multidimensional perfectionism scale (MPD-H). Results showed that self-oriented perfectionists, compared to socially prescribed perfectionists, have more confusion in selecting their goals for achievement. Also it was revealed that self-oriented perfectionism can predict mastery and approach-performance goal orientation negatively. Socially prescribed perfectionism can negatively predict approach and avoidance goal orientations.Finding of this study are discussed in the light of pervious research literature and suggestions for further investigations are set forth.

The aim of this investigation was to study alexithymia and its relationship with physical complaints, emotional competency and mood disorders in children and adolescents. 593 (308 girls and 285 boys) elementary school children in the city of Shiraz were selected using multi-stage cluster sampling. Participants completed the Alexithymia Questionnaire for Children, Mood List for Children and Somatic Complaint List. The validity of the instruments was determined through calculating correlation between subscales with each other and the total scale, and reliability was determined using Cronbach’s alpha. Results indicated a satisfactory and high reliability and validity of the instruments used in this study. Data were analyzed using analysis of variance and regression analysis. Alexithymia showed positive association with physical complaints and negative emotions, and negative association with happiness. Gender differences were also significant, and girls had higher scores averages in comparison with boys. Difficulty in identifying feelings and external oriented thinking had the highest and lowest predictive powers respectively.

This study was conducted to investigate the relationships among students’goals and their machiavellian personality beliefs. Brandtstadter’s theory of personal goals (1984, 1989, 1999), and machiavellian personality theory (Christie, & Geis, 1970; Sutton, & Keogh, 2001; Andreou, 2004) were used to measure the developmental goals and machiavellian beliefs. Three hundred and fifteen university students (178 girls and 137 boys) were selected by random cluster sampling method. Mean age was 20.1 years and standard deviation was 1.8 years. Two sc a l e s; K id d ie Ma c h Sc a l e a n d Developmental Life Goals Scale, were used. Results indicated that the students pursued six main goals including; social security, esteem, social relation, personal security, avoidance security, and survival goals. The results also showed that there was a complex combination of machiavellian beliefs and personal goals. In general, students view the people as honest and faithful however, th ey b elie ved that it is wise to be manipulative, in some respects, in order to achieve their personal goals. There were also gender differences across the variables. At the end, some recommendations were added.

The purpose of the present study was to investigate the relationship between the components of the five factor model of personality and goal orientation components. In recent years, alongside the emerging consensus of a five factor model of personality, there has been increasing interest among researchers in studying the dispositional source of motivation. Researchers of motivational psychology have great interest in studying the role of personality trait in shaping the students, motivation. Based On this, this study was examined the role of the five factor model of personality in goal orientation. The sample included 191 female and male students at Shiraz University and university of medical science that were selected using random cluster sampling and to whom the big five personality factors Questionnaire and Achievement Goal Questionnaire were administered. The age mean of sample group was 21.6 and the standard deviation was 2 years. The collected data were analyzed using the multiple regression analysis with enter method. Multiple regression analysis indicated that openness, conscientiousness, and agreeableness were correlated with Mastery- Approach goal orientation. Neuroticism was positively correlated with Mastery- Avoidance. Neuroticism was correlated with Performance- Approach and Agreeableness was negatively correlated with Performance- Approach. Also, Neuroticism was positivedy correlated with Performance- Avoidance and Openness was negtively corelated with Performance- Avoidance. This result showed that each dimension of goal orientation was predicted by different profile of personality traits.

The purpose of this study was to determine the predicted power of identity of Shiraz college students by their parents rearing. The sample included 242 shiraz university students (134 female and 108 male) who were selected through clustered-stage-randomized method. The Family Environment Inventory was used to evaluate child rearing dimentions and the Ego Identity Process Questionnaire (EIPQ) was used to assess identity. Cronbach alpha coefficient and factor analysis were used to determine the reliability and validity of the questionnaires respectively. By using simultaneous multiple regression method, predictive power of dimentions of child rearing for identity dimentions were calculated. Results showed that the rejection- acception dimention of child rearing was positive predictor of commitment dimention of identity. control- freedom dimention of child rearing didnt predicted commitment and exploration dimentions.

Since individuals with social anxiety disorder experience a high level of anxiety in social situations, and self efficacy in social situations is considered to determine social anxiety, the present study examines the relationship between social self-efficacy, self-focused attention, cognitive biases, and social anxiety. This is a cross-sectional comparative study. 830 high school students (429 girls and 401 boys) who were selected using random-cluster sampling method completed the following questionnaires: Social Anxiety Scale for Adolescents (SAS-A), Probability/Cost Questionnaire for Children (PCQ-C), Focus of Attention Questionnaire (FAQ) and Self-efficacy for Social Situation Scale (SESS). Data were analyzed using correlation coefficient and regression analysis. There were significant correlations between social anxiety and social self-efficacy (p<0.001) and self-focused attention (p<0.001). In addition, social anxiety, social self-efficacy and self- focused attention had a significant relationship with the probability (p<0.001) and the outcome (p<0.001) of negative social events and the mediational model was ultimately confirmed. In other words social anxiety was related to social self-efficacy and self-focused attention and therefore with cognitive biases. Self-focused attention and measures of biased judgments are related to the control of social self-efficacy and social anxiety.

Since epistemological beliefs can be the basis for description of important educational issues such as goals of educational improve-ment, this research examined the effect of epistemological beliefs on goal achievement. In a prospective study, epistemological beliefs and improve- ment goals were evaluated based on Schommer’s theory and Elliot and McGregor’s pattern of achievement goals respectively. Subjects consisted of 387 students (234 female, 153 male) from different fields of study in the University of Shiraz, who were selected using randomized cluster sampling and then evaluated with Epistemological Beliefs Questionnaire and Achievement Goal Questionnaire. Data were analyzed using simultaneous multiple regression method. Belief in quick learning (p<0.001) was negatively associated with mastery-approach, mastery-avoidance and performance-approach goals. Belief in certain knowledge was positively associated with mastery-avoidance goal (p<0.05). Also, belief in fixed ability was positively associated with performance-approach and performance-avoidance goals (p<0.05). Finally, belief in simple knowledge was positively associated with performance-avoidance (p<0.01). The epistemological beliefs of students have significant effects on their improvement goals.