فهرست مطالب ramin habibikaleybar

The purpose of the current research was to represent the process of aptitude assessment in the academic guidance of students. It was a qualitative study with grounded theory design. For this purpose, 12 experts in the field of aptitude assessment and academic guidance with doctorate degrees in educational sciences and psychology were studied with the purposeful sampling method and using in-depth interview. After collecting, recording and coding, the data were categorized into main categories and they were analyzed using Corbin and Strauss coding techniques, open coding, axial coding and selective coding. Based on the obtained results, aptitude assessment was chosen as the core category. The causal conditions were: identification of assessment dimensions/factors (individual-social and psychological) and skills and experiences. The context and situation of assessment were chosen as the background conditions and the continuous assessment of aptitude was chosen as the mediating condition. The strategies used, were identification tools, including: observation, interview, experts' opinion, teachers' opinion, self-expression, parents' opinion, tests, physical measurements, situational assessment, peer assessment and individual work portfolios. Finally, successful performance and feeling of satisfaction were introduced as the result of this model. Due to the fact that aptitude assessment is one of the important and vital factors of academic guidance, and merely emphasizing the tests does not provide accurate knowledge of people, it is suggested that the policy makers of the educational system put the use of process assessment, situational assessment and various tools in their agenda in order to strengthen and improve the academic guidance process.

The present study was conducted with the aim of investigating the lived experience of rural multi-grade school teachers on the factors of aggression among primary school students. The present study was of a qualitative type and based on a phenomenological approach.

In this study, 20 primary school teachers from multi-grade rural schools who were teaching in 1402-1401 were selected by purposive sampling method. The data was collected using semi-structured interviews, and for data analysis, Smith's phenomenological method was used, during which 5 main themes and 27 sub-themes were extracted from the data.

The findings showed that in the definition of aggression, examples of aggressive behavior and underlying causes of aggression are aligned with the background, but different results were seen in relation to teachers' performance against aggression; According to the personal style of the rules in the classroom, teachers use different methods against aggression, including talking and preaching, anger and showing anger, corporal punishment, referring to the school principal, applying behavior modification techniques, referring to The counselor used to call parents to school, remind them of disciplinary rules, and use the scoring mechanism to create a friendly atmosphere.

The present study aimed to determine the effectiveness of brain-based learning training on the academic competence and Repetitive Negative Thinking of female students in the second year of middle school in Tabriz city in 2021-2022. The research method was semi-experimental with a pre-test and post-test design and a control group. The statistical population was all female secondary school students of the second district of Tabriz city who were studying in the academic year of 2021-2022. The sample consisted of 40 students who were randomly selected in two experimental and control groups (20 people in each group). To collect information in the pre-test and post-test, all participants were evaluated through Diperna Valiot's Academic Competence Questionnaire(1999) and Ehring et al.'s Repetitive negative thinking Questionnaire (2010). The experimental group received the Cain, Cain, McClintic, and Klimek (2005) brain-compatible learning training program for eight 60-minute sessions. Data were analyzed using multivariate analysis of covariance test. The findings showed that there was a significant difference between the experimental group and the control group in terms of academic competence and repetitive negative thinking in favor of the experimental group (p<0.001). According to the results, it can be said that brain-based learning training can have useful practical implications in preventing problems of academic competence and repetitive negative thinking in students.

The purpose of the present study is the relationship between Academic Expectations Stress and Academic flow and Academic Hope in female students of the second year of high school students. The design of the research was descriptive and correlational. The statistical population included all secondary school girls of the 2nd district of Tabriz in the year 1400-1401, and 406 of them were selected as a sample by multi-stage cluster sampling method. In the current research, the questionnaires of stress caused by Ang and Hwan's Academic Expectations Stress (2006) and Academic flow by Martin and Jackson (2008) the Academic Hope and Omid Samani and Sohrabi (2011) were used. Research data were analyzed using Pearson's correlation coefficient and multiple regression (step by step). The results showed that there is a negative and significant relationship between stress caused by academic expectations and academic fascination (P < 0.001), on the other hand, no relationship was observed between stress caused by academic expectations and academic hope. The results of multiple regression analysis showed that academic fascination and academic hope predict 13% of the variance related to stress caused by academic expectations. Therefore, it is necessary to inform the parents and teachers of the students about the consequences of bad stress caused by academic expectations stress , and in this field, workshops should be held so that as a result of such an action, academic enthusiasm and academic hope in students Increase and reduce stress caused by academic expectations stress.

Test anxiety is one of the common phenomena that have a negative impact on students' academic performance. In recent years, various therapies have been used to treat it. The purpose of this study was conducted to compare the effectiveness of mindfulness-based techniques and cognitive-behavioral therapy on test anxiety symptoms in female students. The research method was quasi-experimental with a multi-group pre-test and post-test design. The statistical population of the study consisted of all tenth-grade female students in Azna City in the academic year 2020-2021. Among them, a sample of 45 students was selected by targeted sampling with Spielberger test anxiety inventory and randomly assigned into the experimental or control groups (15 students per group). One of the experimental groups was trained in mindfulness and the other experimental group was taught cognitive-behavioral therapy in 10 sessions, while the control group received no intervention. Data were collected using the Spielberger (1980) test anxiety questionnaire. Data were analyzed by one-way ANCOVA and multivariate ANCOVA and Bonferroni post hoc test. The results showed that mindfulness and cognitive-behavioral therapy had a significant effect on reducing test anxiety and its components in female students (P<0.001). Furthermore, based on the results of the post hoc test, the effect of mindfulness on test anxiety and worry components (P<0.001); there was no significant difference between the two methods on the emotion component (P>0.05). Based on the findings, it can be stated that both interventions are effective in reducing the symptoms of test anxiety in female students and mindfulness can be a good alternative to cognitive-behavioral therapy in the treatment of test anxiety.

One of the most common learning disorders in students is dyslexia which has many negative consequences. The aim of this study was the effectiveness of teaching self-monitoring strategies on cognitive processing and reading functions in dyslexic students.

The research method is applied in terms of purpose and the research design is quasi-experimental and is a pre-test-post-test design with a control group. The statistical population of the present study included all male elementary school students in the city of Tabriz who were introduced to the Center for Learning Disorders in Tabriz in the academic year 2020-2021 as those with reading and dyslexia learning disabilities. The statistical sample of this study consisted of 30 students who referred to the Center for Learning Disabilities in Tabriz. Students were selected for this study by convenience sampling method and after obtaining parental consent, participated in this study and were randomly assigned to two experimental groups (n = 15) and control group (n = 15). To collect data, Soleimani and Dastjerdi phonological knowledge tests, Rosold attention functions and Wechsler intelligence test were used. Data were analyzed by multivariate analysis of covariance.

The results showed that self - monitoring strategies have an effect on students' cognitive processing and reading performance. In fact, teaching self-monitoring strategies increases students' cognitive processing and reading performance.

Attention to teaching self-monitoring strategies plays an important role in improving the reading aspects of dyslexic students.

The rapid progress and changes in technology, the increasing use of smart devices, multimedia and Internet, and on the other hand, the epidemic of Covid-19, have directed educational systems towards virtual education and hybrid models such as flipped learning. The current research was conducted with the aim of identifying and classifying the challenges of flipped learning implementation. This study is a qualitative research with inductive content analysis approach; and its statistical population includes two groups. The first group includes a collection of articles that were related to the purpose of the research. At this stage, articles were searched from scientific journals and reliable databases such as: Noormags, Magiran and SID in Persian language between 1393-1401; and search in foreign databases such as Scopus, ProQuest, Wiley, ERIC, and Google Scholar in English between 2013-2022. The keywords were: "flipped learning", "flipped instruction", "flipped classroom", "challenges", "barriers". After the initial search of the mentioned databases, a total of 1113 sources with the indicated keywords were obtained. After applying the inclusion and exclusion criteria, a total of 100 scientific research articles were purposefully selected for analysis. In addition to the systematic review of the articles, in order to identify more and more precisely the challenges and ensure the findings from the articles, the second group of the statistical community, that includes professors and educational experts, in the fields of educational technology , educational management, lesson planning, educational psychology and teachers who implemented the flipped learning model were referred; Among them, 15 people were selected purposefully; And they were interviewed online. The results show that the implementation challenges of flipped learning can be identified in 8 categories. Challenges related to: the learner, teacher and school, content, instruction, family, managerial and operational, ethical and security and technical and technological

Teaching reading learning skills is one of the important and prominent curriculum in schools, especially in elementary school. The goals of reading education include fluency, reading comprehension and word learning. Fluency is the ability to read text according to its content, read prose and poetry with appropriate tone and music. Reading comprehension is the ability to understand the explicit and implicit information of the text, to integrate and interpret the information of the text. Also, the purpose of vocabulary learning is to regularize students' basic words and expand children's vocabulary. Expanding students' vocabulary helps in reading and listening comprehension as well as speaking and writing (Sheldareh et al., 2017).The epidemic of the corona virus and the closure of schools forced the educational system, teachers and families into new conditions of education, i.e. virtual education. Mandatory virtual education and changing the location of education from school to home forced administrators and teachers to design and predict educational programs, teaching methods, and the activities and interactions of administrators, teachers, students, and parents virtually. The process of teaching and learning in the classroom is accompanied by human interactions. Teacher-student relationships are the main part of teaching and learning. It is obvious that students need their teachers in many learning environments (Reilly, 2009). Parental involvement is any interaction between a child and a parent that may contribute to the child's development with the parent's direct participation in the child's school affairs and make him/her interested in school (Dumont et al., 2014). In this research, parent-child interactions in academic matters, especially reading education, have been investigated in researches related to the role of parents regarding educational goals, monitoring learning and doing homework.The main goal of the current research is to design and validate a suitable model of teaching reading in virtual space based on parent-child and teacher-student interaction in the elementary school. To design and validate the proposed reading teaching model, two questions are answered. First question, what elements is the proposed model of reading education based on parent-child and teacher-student interaction in the virtual space designed? And the second question, is this proposed model of reading education valid from the point of view of experts and teachers?To design the model, a qualitative method was used with a systematic review of the research literature, and a survey method was used for validation. The statistical population of this research for the design of the educational model includes all books, research articles, dissertations and internet information sources in the field of reading education with regard to the virtual space and teacher-student and parent-child interactions, and the statistical population for the validation of the model is educational psychology specialists, Curriculum planning, educational technology and teachers of reading education were selected as a sample of 15 people. The data collection tool was a questionnaire and an 8-question questionnaire made by the researcher on a Likert scale.The findings of the research question about the main elements of the reading teaching model led to the formulation of a conceptual model of the main elements of the research model. Based on the findings of this study, a conceptual model with four main elements including reading curriculum, educational strategies, technology and human interactions was determined. Reading curriculum elements include objectives, content, assignments, and assessment. The main goals of the primary school Persian book in Farsi reading include vocabulary learning, fluent reading and comprehension. To increase reading skills, teachers use classroom and home assignments such as reading practice and vocabulary learning. Assessment is also an inseparable part of education that teachers use from the beginning to the end of education to measure the progress of reading learning. The element of human interactions, the teaching and learning process in the classroom and online classroom is associated with human interactions. These interactions include teacher-student and student-student. Teacher-student interactions include activities and strategies that teachers provide online and simultaneously to students in the classroom in the form of audio, video, and homework. Parent-child interaction includes activities that are done between parents and children to improve reading skills at home. In this model, parents use appropriate strategies to help their children complete reading assignments at home. In parent-child interaction, parents facilitate reading assignments by using the strategy of paired reading and providing feedback. Another important element of the proposed reading teaching model is technology. To implement the proposed model of reading education in virtual space, communication technologies including the Internet, smartphone or tablet, and applications are needed. Teachers, parents and students participate in the virtual teaching and learning process using the student education network (SHAD). According to the conceptual model of elements of reading education in virtual space, the proposed model of reading education is designed in 8 steps. These steps include 1. Pre-reading 2. Paired reading 3. Teaching strategies 4. Practicing strategies 5. Re-reading 6. Reviewing strategies 7. Reading fluency and 8. Evaluation. This model is based on teacher-student and parent-child interactions. In the design and implementation of this model, methods and activities have been used to increase the amount of online interactions between teachers and students while teaching and learning reading skills. Also, appropriate methods and activities have been selected for parent-child interactions so that parents participate in their children's learning to read and help their children's reading skills improve.This model is based on teacher-student and parent-child interactions. In the design of this model, methods and activities have been used to increase the amount of online interactions between teachers and students while teaching and learning reading skills. Also, appropriate methods and activities have been selected for parent-child interactions so that parents participate in their children's learning to read and help their children's reading skills improve.The findings of the second question showed that according to experts and teachers, the proposed model of reading education is valid. They evaluated the proposed research model as valid in terms of comprehensiveness, coherence, validity, applicability, acceptability and coordination with reading goals. In this template, the number of sessions for each lesson is 8 sessions of 45 minutes, and the role of the teacher, students and parents, educational activities, editing methods, activity presentation formats (video, audio, photo, written) and the type of virtual learning (simultaneous and asynchronous) are specified. Also, according to the goals of primary school reading education, word learning, fluency reading and reading comprehension have been discussed in this model.It is suggested that this model be used in the third and higher grades. Likewise, this model should be taught to teachers and educational designers and educational leaders to systematically design and implement the reading education program in virtual space. Research for the application of this model in various virtual applications and with semi-experimental methods should be done. As a result, according to the opinion of experts, this eight-step model of reading education can be used to design and teach reading in virtual space based on teacher-student and parent-child interaction in the elementary school.

The aim of the present study was to determine the effectiveness of brain-based learning training on the academic competence and cognitive abilities of female students of the second year of middle school in Tabriz city in 2021-2022. The research method was semi-experimental with a pre-test and post-test design and a control group. The statistical population was all female secondary school students of the second district of Tabriz city who were studying in the academic year of 2021-2022. The sample consisted of 40 students who were randomly selected in two experimental and control groups (20 people in each group). To collect information in the pre-test and post-test, all participants were evaluated through Diperna Valiot's Academic Competence Questionnaire(1999) and Nejati Cognitive Abilities Questionnaire (2012).The experimental group received the Cain, Cain, McClintic and Klimek (2005) brain-compatible learning training program for eight 60-minute sessions. Data were analyzed using multivariate analysis of covariance test. The findings showed that there was a significant difference between the experimental group and the control group in terms of academic competence and cognitive abilities in favor of the experimental group (p<0.001). According to the results, it can be said that brain-based learning training can have useful practical implications in preventing problems of academic competence and cognitive abilities in students.

The aim of this study was to find out the experiences of Z generation undergraduate students who had high resilience during the COVID-19 pandemic. The method of the present study was qualitative and phenomenological. A semi-structured interview was conducted with 8 female students of Tabriz Farhangian University who were studying in the academic year 1400-1401 and were purposefully selected. Recorded interviews were recorded in writing and analyzed using a seven-step Colaizzi method. Analysis of students' lived experiences led to the identification, classification and extraction of the main categories of "individual factors", "social factors" and "environmental factors". In addition to the main categories mentioned, sub-categories of individual factors including emotion regulation skills, positive psychological constructs (optimism, hope and determination), self-regulation skills, strong religious beliefs, realism and lack of perfectionism, application of problem-solving skills, flexibility, meaning in life and social factors (interpersonal relationships) including social support of family and friends , maintaining relationships through social networks, observational learning and alternative experiences, and finally environmental factors (infrastructure and facilities) including experiencing difficult conditions and lack of facilities, previous positive experiences Extracted in schools and other institutions. The findings of this study could provide a clear picture of the factors affecting the improvement and promotion of resilience

Traditional tests have been criticized by educational evaluation researchers for many years. In this regard, concept maps have shown that in addition to educational goals, they can also be used as educational evaluation tools, so the purpose of this research is to evaluate the power of tests based on concept maps as an alternative approach for tests. It was traditional.

The statistical population of the research consisted of all first-year students of experimental sciences in Eslamabad-e-Gharb city in the academic year 2017-2018. The sample of the research included students of four classes (109 people) of the first year of the biology course of the second secondary level, who were selected by multi-stage cluster random sampling. The research tools included a four-choice educational achievement test, a hierarchical conceptual map completion test, a network conceptual map completion test, a hierarchical conceptual map drawing test, and a network conceptual map drawing test. The research design was an evaluation design. Statistical methods included Pearson's correlation coefficient, Kuder-Richardson coefficient, independent two-sample t-test and one-way analysis of variance (Kruskal-Wallis test and Benferroni's post hoc test).

The research results showed that four tests based on concept maps have high content validity and reliability. In terms of criterion validity, four concept map-based tests had different correlation values ​​with a four-choice test. In terms of differential validity, with the exception of the conceptual network map drawing test, the other three tests were able to detect the difference between the scores of the two groups of high and low academic achievement.

The results of the present study showed that it is possible to use concept maps as evaluation tools, at least from a technical point of view; Therefore, it is necessary that the relevant officials in the country's education and evaluation system have a special and different view on the practical role of concept maps in the context of being used as a new and alternative evaluation tool.

The aim of this study is to analyze the relationship between family cohesion and peer group with bullying behaviors of students in Islamabad-e-Gharb. The research method was explanatory. The population of the present study included high school students in Islamabad-e-Gharb in the academic year of 2016-2017. Hence, 364 students were selected and studied based on cluster sampling method. Research instruments included Family Cohesion Questionnaire, Illinois Bullying Scale, Peer Pressure Questionnaire, Peer Impact Resistance Scale, and Peer Compliance Questionnaire. Hence, data analysis was conducted based on path analysis method using AMOS software. The results of path analysis indicated that family cohesion has a negative and significant direct effect on bullying. Also, peer pressure, in addition to a positive and significant direct effect on bullying, has a positive and significant indirect effect through peer conformity on bullying. Resistance to the influence of peers, in addition to a direct negative and significant effect on bullying, has an indirect positive and significant effect on bullying. According to the obtained results, coordination and management of contextual variables involved in bullying behaviors (such as family, school and peer group) can be very effective in understanding and reducing students' bullying behaviors and consequently reducing irregularities and maltreatments at schools.

The aim of this study was to predict academic Buoyancy based on cognitive flexibility and academic self-concept of high school students. The present study was descriptive-correlational. The statistical population of the present study consisted of all female high school students in District 2 of Tabriz from 1401-1400, from which 446 people were selected as a sample by the available sampling method. Data collection tools included the Academic Retention Questionnaire (ABS, Martin & Marsh,2008) and the Cognitive Flexibility Questionnaire (CFI, Dennis & Vanderwall, 2010), and the Academic Self-Concept Questionnaire (ASC, Yi Sen Chen, 2004). Research data were analyzed using Pearson correlation coefficient and multiple regression (stepwise). The results showed that there is a positive and significant relationship between cognitive flexibility, alternatives, control, academic self-concept, and its components with academic Buoyancy (P > 0.001). The results of multiple regression analysis also showed that academic self-concept, cognitive flexibility, and alternatives to human behavior predict 29% of the variance related to academic Buoyancy. The results show that the more students have cognitive flexibility and a positive academic self-concept, the more academic Buoyancy they will have.

Simultaneous With Expansion positive psychology , Attention to the Structures of personality Based on cognition ‌Positive Trend was Increasing. One of the most important of these structures is optimism. Another variable that can affect academic optimism is goal orientation . goal orientatons are same reasons or goals of students to engage in specific learning tasks.. Early research focused on two type of goal orientations ; Mastery goals in which the main focus is on mastery of learning tasks, and performance goals whose main focus was on competencies compared to others (Pintrich, 2000). (lin & et al 2017). In other words, the goals set by the students are also different. The main and most central division is the division in which students ; 1- tend to Creating competencies or 2- Demonstrating their competencies to others, which is in fact the same as performance and mastery goal (dwek, 1986). This dualism provided the ground for further progress in this field. Thus, the performance goals were divided into two parts; mastery goals (ie, the desire to show competence) and avoidance performance goals (ie, avoidance of competency) (Elliot & charch, 1997). Later, the dual division of avoidance - the tendency to mastery goals - also expanded. Thus, mastery approach (in the desire to be learning and desire to learn) and mastery avoidance (ie the tendency to avoid misunderstanding or failure in learning). Thus, a four-dimensional model of mastery and performance was created (et al, 2020) . (Tuominen Academic goal orientations are related to academic achievement and study-related activities such as self-regulation. According to theoretical principles, one of the other variables that can be related to students' academic optimism is academic self-regulation (wang & yang, 2020). self-regulation is concentrate of Thoughts, behaviors and emotions to achieve goals (Zimmerman, 1989, 2000) . Self-regulation Persons Are peoples who that select Goals For Self-selection and select strategies that suitable for learning goals maintains their Motivation for learning and Monitoring Your performance and evaluates self improvement toward goals. Self-regulated learning strategies are of four types. three of which are adaptive and one of which is unadaptive ( Zimmerman, 2000); The first strategy is to motivate and accept responsibility[1] for learning by students. This means that they have a responsibility to learn and progress and take responsibility for it. This is clearly a basic prerequisite for learning. The issue of accepting responsibility can manifest itself in preparing for classes, completing assignments on time, working hard, controlling efforts, and also tending to work hard. Ability to focus[2], The second strategy is self-regulation, which includes focusing on study activities and the ability to maintain control over failures and weaknesses that can make it difficult for students to achieve the tasks at hand. Concentration and attention enable the student to maintain and implement effective learning methods. The third strategy is information processing, ie expansion and reasoning, which represent metacognitive strategies. In fact, it reflects the deeper levels of information processing and has been shown to create active cognitive engagement in learning. But the fourth strategy for self-regulation, is self-handicapping that is incompatible way for self-expression [3] , and inconsistent motivational strategy to maintain and increase self-esteem. Some students deliberately postpone the study so that if they do not get the desired result, they attribute it to the delay in the study rather than not having a disability. Self-handicapping cause students to focus on other factors instead of focusing on their disabilities. This strategy is non-constructive and especially becomes more non-constructive over time

The aim of this study was to examine the effectiveness of teaching self-monitoring strategies of attention on phonological awareness and attention functions of dyslexic students. The research method was applied in terms of purpose, and the research design was quasi-experimental of the pretest-posttest type with a control group. The statistical population of the present study included all male elementary school students in the city of Tabriz who were introduced to the Center for Learning Disabilities in Tabriz in the academic year of 2020-2021 for having reading and dyslexia learning disorders. The statistical sample of this study consisted of 30 students who referred to the Center for Learning Disabilities in Tabriz. Students were selected by convenience sampling method and, after obtaining parental consent, participated in this study and were randomly assigned to two experimental (15 people) and control (15 people) groups. To collect data, Soleimani and Dastjerdi’s phonological awareness tests, Razold’s attention functions and Wechsler’s intelligence test were used. Data were analyzed by multivariate analysis of covariance. The results showed that self-monitoring strategies of attention have an effect on students’ attention functions and phonological awareness. In fact, teaching self-monitoring strategies increases attention functions and phonological awareness. Thus, teaching self-monitoring strategies plays an important role in improving the reading skills of dyslexic students.

The purpose of the present study was the comparison of phonological skills, memory self-cued and around- cued, and selective attention on students with and without dyslexia.

The statistical population of the present study was normal and dyslexic male students of the fifth and sixth grades of Tabriz, Iran primary schools in 2018-2019. Multi- stage sampling methods were used to select the participants. For data collection, the phonological skills Landerl, memory self- cued, and around-cued Crawford et al, and Stroop test were used.

There is a statistically significant difference between the mean scores of the two groups in the skills of naming numbers, verbal fluidity and voice exchange, memory- centered and peripheral memory, and the number of errors and time of attention. Dyslexic students have lower phonological skills, memory, and selective attention.

Attentions are required to the role of phonological skills, memory improvement, and selective attention in dyslexic students.

The aim of this study was to determine the didactic program effectiveness of the higher functions of the nervous executive on the creativity of Tabriz high school students. The current research method was quasi-experimental with pre-test and post-test design with control group. The statistical population of this research consisted of all male high school students in Tabriz in the academic year 2020-2021. Shahed and Velayat Boys' high school were selected as the sample from this community using purposive sampling method and Shahed Boys' guidance school (19 people) was randomly placed in the experimental group and Velayat school (21 people) placed in the control group. Students in the experimental group were taught neuro-executive functions in the field of cognitive flexibility in 8 sessions, planning and inhibition of the goal in 15 sessions and enhancement of the working memory at 6sessions. Abedi Creativity Questionnaire was used to collect data. Data were analyzed using covariance test. Findings showed that training of excellent neuro-executive functions was significant in increasing creativity with an effect of 0.76 (F= 115.87 & P ˂ 0/01) and also in relation to the effectiveness of excellent neuro-executive functions on fluid components, expansion, initiative and flexibility with a positive effect of respectively 0.69, 0.54, 0.51 and 0.55 were reported to be significant. The results indicate that this method can be used as an instructional approach in the development of higher cognitive processes such as creativity in learners, which should be considered by groups such as counselors, school educators and educational planners.

Test anxiety is one of the most prevalent problems that students encounter in their studies and affects their academic performance. Over the previous decades, researchers to reduce test anxiety have used various therapy interventions. The purpose of the present study was to perform a meta-analysis on the effectiveness of therapy methods in reducing test anxiety of students. The method of the present research was a meta-analysis. The research instrument was a checklist of meta-analysis The statistical population includes available research related to test anxiety between the years of 2009 to 2019, and their report was published. According to the marked entry and exit criteria for the initial research, 100 effect sizes of 75 research were obtained which remained 49 effects after sensitivity analysis. The results showed that behavioral (ES=-1/858), cognitive (ES=-1/860); metacognitive (ES=-1/784) and cognitive-behavioral (ES=-1/985) methods are effective in reducing test anxiety. In addition, Interventions were more effective in reducing test anxiety in girls (ES=-1/952) and collage-students (ES=-2/096). The results of this study can guide researchers and therapists in the field of test anxiety. The results of this study show that effectiveness therapy interventions are in reducing test anxiety but cognitive-behavioral intervention was found to be more effective than other interventions. In addition, Interven-tions had a significant impact on college students. These results can guide researchers and therapists in the field of anxiety test.

The purpose of the present study was to investigate the role of dignity of academic identity and perceptions of classroom activities in predicting the orientation of mastery and performance goals in students. The research method was descriptive and correlational. The study population included male high school students in Tabriz in the academic year of 2019-2020. Using multistage cluster sampling, 197 students were selected. Data were collected using the Migdeli et al. (1988) Achievement Goals Orientation Questionnaire, Was and Isaacson (2008) academic identity status, Gentry and et al. (2002) Perceptions of Classroom Activities Questionnaire. Data were analyzed using multiple regression analysis by SPSS software. Results showed that perception of classroom activities, academic identity status could predict variances in students' mastery and performance goal orientation.

The aim of the study was to determine the effect of successful intelligence component training on creativity and academic performance in elementary school students.

The research design was a quasi-experimental pretest-posttest with a control group.. The research population included all female students of the fifth grade in elementary school in the City of Tehran in the academic year of 1397-98, who were selected using available sampling method and were randomly placed in experimental and control groups. Sixty female students were selected as samples and randomly divided into two experimental(N=30) and control (N=30) classes. Torrance's creative thinking test (1974), Form B image was used to assessment student's creativity. Students in the experimental group received the Stenberg Successful Intelligence components Training Program for 22 sessions in 45-minute, and the control group continued their regular classroom programs.

Analysis of multivariate covariance showed that there was a significant difference between the two groups in creativity and academic performance (p 05/0≥) after intervention. The effect of the intervention is stable over time and the difference between the mean of the two variables of creativity and academic performance at different times is significant.

Because successful intelligence, as a multidimensional intelligence, enhances analytical, creative, and practical thinking, successful intelligence training can be used to increase student's creativity and academic performance.

The purpose of this study was to compare the effectiveness of play therapy and neurofeedback on the executive functions of female elementary school students with learning disorders. The research method was experimental with a clinical trial with a multi-group pretest and posttest design. The statistical population was all female elementary school students referred to the Center for Learning Disabilities in Maragheh city in the academic year of 1998-99, from which 30 students were selected by available sampling as a statistical sample. The sample is divided into two experimental groups and one control group. Selected students were randomly assigned to groups. The instrument used for data collection was Connors' (2004) neuropsychological test. Multivariate analysis of covariance and posthoc were used for data analysis. The research results showed that the executive functions of the experimental and control groups are significantly different from each other (P< 0.05). The LSD post hoc test indicated that play therapy and neurofeedback have a significant impact on executive functions. Also, play therapy intervention is more effective in improving the executive functions of elementary students with learning disorders than neurofeedback.

Test anxiety is a mental-emotional state that reduces student performance. The use of adaptive and maladaptive emotion regulation strategies and cognitive avoidance has an important effect on how students get out of stressful situations. The aim of the present research was the role of cognitive emotion regulation and cognitive avoidance in predicting test anxiety in female students. The present study was descriptive-correlational and the statistical population included all 10th-grade female students in Azna city in the academic year 2019-2020, from which 336 female students were selected by available sampling. Data collection tools included the Test Anxiety Inventory (TAI; Spielberger, 1980), Cognitive Emotion Regulation (CERQ; Garnefski & keraij, 2006), and Cognitive Avoidance (CAQ; Sexton & Dougas, 2008). The data were analyzed by correlation coefficient and stepwise regression analysis. The results showed that there is a positive relationship between test anxiety and self-blame, acceptance, rumination, catastrophizing, otherchr('39')s blame, and cognitive avoidance strategies, there is a negative relationship between test anxiety with positive reappraisal (P <0.05). Results of regression analysis indicated that from among adaptive strategies of cognitive emotion regulation, positive assessments negatively and from among non-adaptive strategies of cognitive emotion regulation, self-blame other blame and from among strategies cognitive avoidance: thought Substitution and thought Suppression positively, they explain 41% of the test anxiety score. predict the test anxiety. As results indicate, the strategies employed by individuals to regulate their emotions can play a significant role in the determination of their test anxiety, and strengthening the adaptive cognitive emotion regulation should be regarded as an intervention and educational goal in enhancing the test anxiety.

The purpose of the present study was to investigate the effectiveness of teaching metacognitive strategies on academic self-efficacy and reflective thinking in high school students. The research was a quasi-experimental design with pre-test and post-test design with control group. The statistical population of the present study was all high school students in Tabriz in the academic year of 2018-2019. Fifty people were selected by random sampling and were divided into experimental and control groups (25 for each group). The intervention group was exposed to metacognitive strategies training and the control group received no training. Data were collected using Bergas and Jones (2001) Academic Disability Questionnaires and Thoughts of Camber and Leung (2000). Data were analyzed using covariance analysis. The results showed that teaching metacognitive strategies has a positive effect on students' academic self-efficacy and reflective thinking. Therefore, attention to teaching meta-cognitive strategies plays an important role in students' self-handicapping and reflective thinking.

Emotional adjustment skills have recently been proposed as a new framework in the prevention of addiction in students. The purpose of this study was to determine the effectiveness of training emotional regulation skills on reducing addiction ability in high school male students.

The statistical population of the present quasi-experimental study with a pre-test, post-test design and a control group was male high school students in Tabriz District 3 in the academic year 2018-2019. Accordingly, using the cluster sampling method, the students of one school were selected as the statistical sample and those with higher than the average score (above 21) were selected randomly and divided into the experimental (n=25) and control (n=25) groups. The experimental group was subjected to Emotional regulation skills training for 8 sessions, each session lasting 90 minutes for two months. During this period, the control group received no intervention. Theoretical Addiction Questionnaire was used for data collection. Covariance analysis was used to analyze the results. 

Data analysis showed that training of emotional regulation skills has an impact on reducing the addiction of talented students. 

Training emotional regulation skills has an impact on reducing the addiction of talented students. emotion regulation skills training can also be used as a coping approach in adolescent education that should be targeted by reference groups, such as counselors, school coaches, and social planners.

The aim of this study was to investigate the mediating role of academic motivation in self-directed learning and academic vitality. The research method was descriptive-correlational (path analysis of structural equations). The statistical population included all students of Shahid Madani University of Azerbaijan in the academic year 2019-2020, whose number was 8000, of which 244 students (172 girls and 72 boys) were selected as a sample by multi-stage cluster sampling were examined. In the present study, self-directed learning questionnaires of Fisher et al. (2001), academic motivation of Leper et al. (2005) and academic vitality of Hossein Chari and Dehghanizadeh (2012) were used as data collection tools. Structural equation method and Emos software were used to analyze the data. The results of path analysis showed that in the proposed model, the assumed model fits with the research data. The direct effect of self-directed learning on academic motivation and the direct effect of academic motivation on academic vitality were both significant at the level (P <0.01). Also, the indirect effect of self-directed learning on academic vitality (P <0.05) was significant. Self-directed learning explains 0.26 percent of motivation changes and 0.16 percent of vitality variance. Therefore, paying attention to self-directed learning has an important role in studentschr('39') academic motivation and academic vitality.