s.d. hosseini nasab

The purpose of this study was to examine the relationship between academic emotions and academic engagement mediated by self-concept among children of veterans in East Azerbaijan Province. This research had a descriptive, correlational design. The statistical population of the study comprised 1180 children of veterans studying in junior and senior secondary schools in East Azerbaijan Province in 2018-2019 school year from among whom 332 students were selected as the sample using multistage random sampling method. The research instruments included the Academic Engagement Questionnaire (Fredricks et al., 2004), the Academic Emotions Questionnaire (Pekrun et al., 2005) and the Beck Self-Concept Scale (1978). Pearson correlation, multivariate regression, and path analysis were used to analyze the data. Mediation relationships were tested using the bootstrap method. Data were analyzed via SPSS-24 and AMOS-24 software. According to the results, the final model fitted the data. The results of the bootstrap test revealed that self-concept mediated the relationship between academic emotions and academic engagement. Therefore, positive academic emotions have a direct positive relationship with academic engagement and self-concept mediates this association. There was a significant, negative relationship between academic engagement and negative emotions. Twenty-three percent of the variance in academic engagement was predicted by academic emotions. Consequently, positive academic emotions in children of veterans in East Azerbaijan Province could promote the students' academic engagement through the mediation of self-concept.

The present research sought to compare the impact of Acceptance and Commitment Therapy (ACT) with emotion regulation training (Gross Model) on academic procrastination, resilience, and depression in students with Attention Deficit Hyperactivity Disorder (ADHD). This study had a quasi-experimental design. The population of this research was comprised of all male high school students with Attention Deficit Hyperactivity Disorder (ADHD) in Tabriz in 2018-19 school year. Purposive sampling method was utilized and the sample was drawn (N= 40). The subjects were randomly assigned to one control (N=15) and two experimental groups (ACT group, N= 13; ER group, N= 12). The control group did not receive any treatment. The research instruments included Procrastination Assessment Scale-Students (Solomon & Rothblum, 1984), the Connor-Davidson Resilience Scale (Connor & Davidson, 2003), and the Beck Depression Inventory (1967). Data were analyzed using ANCOVA. The results revealed that after controlling the covariate variable (pre-test scores), there were significant differences among the three groups (depression: F=14.81, p<0.01; resilience: F=9.84, p<0.01; academic procrastination: F=15.15, p<0.01). Pairwise comparison demonstrated that both interventions were more effective compared with the control group. ACT group had a better performance in resilience, depression and academic procrastination. Compared with emotion regulation training, ACT reduced academic procrastination and depression and increased resilience to a higher extent in students with Attention Deficit Hyperactivity Disorder.

This research has aimed to study the effectiveness of training in cognitive-metacognitive strategies upon the cognitive load and working memory of senior primary school students with specific learning difficulties in reading by means of a semi-experimental method and using pre-tests and post-tests with a control group. The statistical population consisted of senior primary school students from the city of Miandoab in the school year of 2018-2019; using a random multi-stage sampling method, 30 students with specific learning difficulties in reading were selected and randomly divided into test and control groups. To collect data, The Wechsler Adult Intelligence Scale (Fourth Edition), whose content validity has been verified by experts and shown to have a split-half reliability coefficient of 0.71 to 0.86, the Dyslexia Symptoms Checklist devised by Mikaili and Farahani (2005), whose validity has been verified by experts and has a reliability of 0.92, the Paas Cognitive Load Test (1994), whose validity has been confirmed by experts and has a reliability of 0.89, and the N-back Working Memory Test, whose validity has been verified by experts and shows a reliability of 0.78, were used. The examinees in the test group received eighteen 90-minute sessions of training on cognitive-metacognitive strategies, while the examinees in the control group just received ordinary school training. Covariance analysis indicated a significant difference (p<0.001) between cognitive load and working memory grades between the two groups after training. Therefore, training on cognitive-metacognitive strategies as an intervention method can lead to reduced undesirable cognitive load and increased capacities of working memory in students with specific learning difficulties in reading.

Due to their poor academic self-concept, students with behavioral problems often make very negative judgments about their abilities and values and experience negative academic emotions, which makes it necessary to provide them with psychological training. This study aimed to determine the effectiveness of social skills training based on Timothy Campbell-Comerford theory on academic self-concept and academic emotions of female students with behavioral problems.

The statistical population of this experimental research included all sixth-grade female students in Tabriz in the academic year 2019-2020. 30 students who were diagnosed as having behavioral problems based on the cutoff score in the Conners’ Behavioral Problem Rating Scale (the parent and teacher forms) were selected by multi-stage random cluster sampling and were randomly assigned to experimental and control groups (15 people in each group). Both groups completed the Liu & Wang (2005) Academic Self-Concept Questionnaire and Pekrun et al (2002) Achievement Emotions Questionnaire. Having attended 14 sessions of social skills training based on Timothy Campbell-Comerford (two sessions a week for 7 weeks) in the experimental group, the mentioned questionnaires were completed by the two groups. The results were analyzed using a multivariate analysis of covariance. 

Social skills training based on Timothy Campbell-Comerford increased academic self-concept significantly (p=0.047). Although the training reduced the academic emotions of students with behavioral problems, the difference between the two groups was not significant (p=0.050).

Since social skills training based on Timothy Campbell-Comerford increased academic self-concept and reduced academic emotions, it is recommended that this educational approach be applied.

This study sought to investigate the effectiveness of teaching emotion regulation strategies in academic engagement, academic help-seeking, and academic procrastination among female senior high school students in Gorgan. To this end, 30 students were selected through purposive sampling method and then were randomly assigned to an experimental (N=15) and a control group (N=15). The experimental group received training in Gross (2002) emotion regulation strategies package. It should be noted that both groups were pre- and post-tested using School Engagement Questionnaire (Fredricks, Blumenfeld & Paris, 2004), Academic Help-Seeking Scale (Ryan & Pintrich, 1997) and Procrastination Assessment Scale for Students (Solomon & Rothblum, 1984). Data were analyzed using ANCOVA and MANCOVA. Results showed that teaching emotion regulation strategies had a positive effect on academic help-seeking and procrastination of female students. Regarding the components of academic engagement, increase in behavioral engagement (F=10.95, P=0.003) and emotional engagement (F=6.97, P=0.014) was significant; however, increase in cognitive engagement was not significant (F=3.15, P=0.088). As to the components of academic help-seeking, increase in refusing help was not significant (F=3.65, P=0.06), while increase in accepting help was significant (F=4.60, P=0.04). With regard to academic procrastination, decrease in all three components of exam preparation (F=175.65, P=0.01), homework preparation (F=37.22, P=0.01), and final preparation (F=28.54, P=0.01) was significant. As a result, teaching emotion regulation strategies can possibly increase learning-related motivational variables.

Assuming that aggressive behavior negatively affects all aspects of school performance (i.e. self-efficacy, affects, planning, motivation, and lack of outcome control) it would be logical to conclude that learning strategies to control affects can lead to improvements in school performance. To explore this hypothesis a group of 200 accessible students were given a questionnaire on aggressive behaviors and another on school performance, and then 30 of them with highest score on aggression and lowest on school performance were selected and randomly divided into two groups of experimental and control. Following the treatment of the experimental group with a course on affect control strategies, both groups were given the same set of questionnaires again. Data analyses show that the educational intervention has probably reduced aggression and improved some of the components of school performance (self-efficacy, planning, and motivation) while lowering scores on the other two components (p<0.001). Thus, the use of such effective interventions is recommended.

The purpose of this research was to examine the effects of Families and Schools Together Program (FAST) on social, general and parenting self-efficacy of first graders’ parents in Tabriz. This quasi-experimental study had a pretest-posttest control group design. The statistical population of the study consisted of the parents of all first graders enrolled in public schools in Tabriz in 2018-19 school year. For the purpose of sampling, purposive sampling method was utilized and 40 families were selected. These families were assigned to an experimental (20 families) and a control group (20 families). During the study, the experimental group took part in the Families and Schools Together Program for eight 2.5-hour sessions and the control group did not receive any intervention. The analysis of covariance showed that the experimental group’s social, general and parenting self-efficacy increased dramatically (p<0.05). Hence, it can be concluded that participating in Families and Schools Together Program has the potential to increase social, general and parenting self-efficacy.

Studies have shown that cognitive function is impaired in patients with diabetic retinopathy. The aim of this study was to determine and compare active memory, inhibition of response and dimensions of nature and character in patients with type 2 diabetic retinopathy and normal counterparts in Tabriz.

The present investigation was a cross-sectional descriptive-comparative study. The statistical population of this study were 160 patients with type 2 diabetic retinopathy with an age range of 32 to 55 years referred to Tabriz Diabetes Center in 2019. Based on the available sample, 80 patients with type 2 diabetic retinopathy were selected in Tabriz hospitals and with 80 Ordinary people became equal, in addition to the questionnaire of the dimensions of nature and the character of Cloninger, they answered the tasks of memory and inhibition. Data were analyzed using multivariate, Levene's Test and Kolmogorov-Smirnov analysis of variable statistical tests.

Data analysis indicated that there was a significant difference between the scores of patients with type 2 diabetic retinopathy and normal people in active memory, response inhibition and the dimensions of nature and character. This means that in memory and inhibition, the response of the normal group is better than the condition of patients with type 2 retinopathy, and also in the components of reward dependence, perseverance, cooperation and self-care, the performance of the normal group is better than the retinopathy type 2 (p<0.01). However, retinopathy patients scored higher than normal subjects (p<0.01) and no significant differences were observed between the two groups in the component of regression and self-guidance (p<0.05).

According to the results of the present study, it can be said that diabetic retinopathy patients are more passive in terms of personality and weaker in terms of memory than their counterparts and have less inhibition and more impulsive behavior in their behaviors. As a result, it is recommended that cognitive rehabilitation training be considered for these patients.

According to FAO statistics of the one-third of the world population still are envisaging with food deficiency. Hence, it clearly shows this fact that the conventional agricultural systems in achieving the human needs of food is relatively unsuccessful, yet, with some furthers adverse environmental effects. Thus, sustainable agriculture has been considered as the most effective solution for this matter by experts. Because of the roles and importance of agriculture in the economy and in employment of Jiroft County and due to the vegetable's place in consumer's health, this study has been accomplish with the aim of comparing the sustainable agricultural practices in onions, potatoes and tomatoes produced in Jiroft in 2008-2009 production year. For this purpose 197 farmers were selected throught the appropriate stratified random sampling from their population. The results showed that 52/3 percent of producers perform unsustainable and relatively unsustainable agricultural practices and only 31 and 16/7 percent of them are within the relatively sustainable and sustainable classes respectively. The results of multivariate analysis of variance show that potatoes farms are located in some more unsuitable circumstances than the onions and tomatoes farms. The results also showed that the causes of sustainability in agricultural operations of tomatoes producers compared with onions and potatoes producers is in their better management of weed control, cultivation and soil fertility. On the other hand superior sustainability of onions producers is in their pests and diseases control management as compared with that of potatoes producers.