taghi zavvar

The purpose of the present study is to investigate the challenges of knowledge management deployment in East Azarbaijan Province Management and Planning Organization.

The present study was conducted by using a combination of sequential exploration strategy. In the qualitative part, conventional content analysis method and in the quantitative stage of descriptive survey research is used. Participants in the qualitative phase were experts of Management and Planning Organization with 5 years’ service experience and 18 individuals were purposively selected for in-depth interviews. In the quantitative part, based on the qualitative results, a questionnaire was prepared and among the 86 staff of East Azerbaijan Province Management and Planning Organization was accomplished.

1.Inside the organizational factors (9 subcategories): (1.Organizational Culture 2.Individual obstacles 3.Organizational Structure 4.The Lack Importance and emphasis Managers 5.New technology is not used for knowledge sharing 6.Lack of anticipation Knowledge management in organization strategy 7. Positive and negative impact of the organization's training system 8.Human Relations 9.Viewpoint Positive and negative to knowledge management) 2.External organizational factors: (1.Negative Impact Country mega Policies 2.Social barriers) they act as barriers to the establishment of knowledge management. The results of one-sample t-test showed that except for the role of social barriers all of these factors were significant barriers to knowledge management establishment. Friedman test results showed that: lack of knowledge management in organizational strategy, lack of importance and emphasis of managers on knowledge management and organizational culture, respectively, are the priorities of knowledge management barriers in Organization.

it is essential that East Azarbaijan Management and Planning Organization to establish knowledge management with more focus on its challenges and obstacles and take steps to find solutions to the problems and barriers.

The present study was conducted with the aim of designing a model of professional ethics in the health education system of the Vice Chancellor for Health of the Northwestern University of Medical Sciences. This combined study was conducted as a combination of qualitative and quantitative sequential exploratory mix. In the qualitative section, 43 experts including health education professors of northwestern medical universities were selected by purposive sampling and theoretical sampling and qualitative data were collected using in-depth interviews on the subject up to saturation stage after data collection. And definition of concepts and categories, information was provided to key participants and opinion polls were conducted and comparisons with the literature were made to confirm the external validity. Open coding, axial coding and selective coding analysis were performed. After extracting the final components of the questionnaire, 60 questions were prepared based on the theoretical foundations and information of the interviews. The reliability of the questionnaire was confirmed by Cronbach's alpha coefficient of 0.92. In the quantitative section, 473 people were randomly selected from all health care providers and health education experts in the field of health of Northwestern University of Medical Sciences. After distributing the questionnaire, the extracted data were analyzed using SPSS and LISREL software. The results of confirmatory factor analysis and measurement equations for each of the structures were significant based on the amount of factor loads obtained and the amount of factor load of all indicators was greater than 0.3. The fitted measurement model had a good fit and was approved. The validity of the model was confirmed by confirmatory factor analysis and Cronbach's high alpha coefficient, and finally the final model of professional ethics in the health education system of the Northwest Health Department with loyalty components; responsibility; Competitiveness; Honesty; Respect for others; Respect for social values ​​and norms; Justice and fairness; Empathy with others; Liquidity; decisiveness; the trust ; Cross-sectoral cooperation; Observance of order; positive attitude; A commitment was made. Also, the degree of importance of each component of professional ethics in the health education system of the health department of the northwestern universities of medical sciences was determined.

The purpose of this study is to describe the life experience of teachers of teaching multi-grade primary classes in rural areas.

in accordance with the objective, the study is qualitative and phenomenological research. Research population includes all multi-grade teachers of primary schools in rural areas of Mako city, among them, research sample of 15 people was selected by criterion-based purposive sampling. The data was collected by qualitative semi-structured interview and analyzed by Collaizi’s seven-step method. To validate the data, the opinions of expert professors, experts and teachers who have served for many years in multi-grade schools and classrooms in rural areas of Mako County; was used.

In-depth analysis of teachers’ experiences resulted in identification and categorization of 6 main topics: teaching methods and class control, problems of multi-grade classes, curriculum issues, financial issues of teachers and schools, strengthening multi-grade classes, and advantages of multi-grade classes; and 13 sub-themes: teaching methods, class control, problems of students in multi-grade classes, problems of teachers in multi-grade classes, problems of students’ families in multi-grade classes, curriculum content, curriculum implementation, teacher’s salaries, school’s fees, reducing problems of multi-grade classes, improving and increasing productivity of multi-grade classes, advantages of teachers and advantages of students.Keywords: lived experience of teachers, multi-grade classes, primary education.

The purpose of this study was to investigate the mediating role of Managers creativity in the in the relationship between Managers participatory management and social responsibility with teacher’s job satisfaction. The sample size was determined using Cochranchr('39')s formula to 228 people and be selected with using relative stratified random sampling method. Data were collected using four questionnaires: job satisfaction Minnesota (1986), Choupani participatory management (2011), Carroll’s social responsibility (1991) and Amabile creative questionnaire (2001); their construct validity were evaluated by the confirmatory factor analysis and the reliability by alpha Cronbach was 0.834, 0.927, 0.802 and 0.746, respectively. For data analysis Spss23 and Amos23 software were used. The results of data analysis indicated the Participatory management and creativity of principals have a direct and significant effect on teacherschr('39') job satisfaction. But the social responsibility of principals did not have a direct and significant effect on teacherschr('39') job satisfaction. The role of creativity as mediating variable With the Sobel test in the were confirmed tconfidence level of 0.95. The indirect effect of participatory management on job satisfaction mediated by creativity was significant and the creativity of principals more than 22% of the total effect participatory management on job satisfaction. Also the lack of direct effect of social responsibility on job satisfaction, mediated by creativity, was significant and creativity explained more than 82% of the total effect social responsibility on job satisfaction.

Teachers are the most influential factor at schools, and their job performance is essential indicator of success and persistence of the goals of educational organizations, and the ability of teachers and leadership style of headmasters play significant role on it. This study aim to predict job performance of teachers based on psychological empowerment and leadership style of headmasters. Descriptive-correlation method was used and statistical society include all female teachers (413 individuals) of primary schools at 2 and 4 district of Tabriz, 198 individuals were selected as sample by multi-stage random cluster method. Data collected using standard questionnaires of Paterson’s job performance, Spritzer’s psychological empowerment, and leadership style of Hersey-Blanchard. Alpha-Cronbach was calculated for each of the variables as 0.93, 0.91 and 0.62, respectively. For data analysis, Pearson’s correlation coefficient, multiple regression tests and SPSS software (version 16) were used. Results of the Pearson correlation coefficient indicated that job performance of psychological empowerment was positive (0.50) and meaningful (p < 0.01). Results of the multiple regression with step by step approach indicated that meaningful elements of reliability, effectiveness and competency are the best predictors of job performance of teachers (p < 0.05) among psychological empowerment elements, and imperative leadership style was the best predictor of job performance in leadership styles (p < 0.05). Therefore, optimizing psychological ability of teachers and selecting desired leadership style of headmasters lead to positive effect on job performance of teachers.

Studies on the effectiveness of schools have confirmed the role of principals in the success of schools (Louis et al. (2010); Schmidt Davis and Bottoms (2011); Prasertcharoensuk & Tang (2017). The study of Sammons & Bakkum (2011) showed that leadership leads to creating a constructive behavioral climate, positive motivation in the learners, and learning culture whose result can be positive changes in the students and school improvement in general. Specifically, strategies of school teachers inevitably lead to the schools′ effectiveness. According to the study of Prasertcharoensuk & Tang (2017), the term “school effectiveness” refers to the multidimensional effectiveness of the leaders, teachers, and students of the school in reaching educational goals (Creemers & Kyriakides (2010); Lee & Choi (2003); Scheerens (2013); Wen-Ling Shih and Chun-Yen Tsai (2016). In terms of school leadership, effectiveness is defined as reaching goals. In the present study, the relationship of development and self-efficacy of principals with the school effectiveness of first and second grades of high school was examined. The lack of development and self-efficacy of principals can yield problems. According to the above-mentioned points, this study aims to find if there is any correlation between development and self-efficacy of principals and school effectiveness.   This study had survey approach. It used descriptive methods for applied goals. Statistical population included all principals of first and second grades of high school in Khoramabad City (n=175). Based on Morgan Table, the sample size of 150 school principals was obtained. To select the representative sample of the principals, relative stratified random sampling method was used and finally, 103 men and 47 women were selected as the sample. In order to gather data, the standard questionnaire of content development of principals adopted from Farahi Bozanjani (2003) with 30 elements was used. This questionnaire measures three elements including knowledge (10 elements), ability (10 elements), and skill (10 elements) using a 5-point Likert scale. Content and predictive validity of this tool have been confirmed in prior studies (Farahi Bozanjani, 2002). In this study, correlation coefficients for three elements of knowledge, ability, and skill were obtained to be 0.90, 0.92, and 0.91, respectively. In order to measure self-efficacy variable, the questionnaire of Petrido et al. (2014, cited in Foladvand, (2015) was used. The questionnaire included 31 elements, measuring self-efficacy of school principals. It also used a 5-point Likert scale (1=quite disagreed and 5= quite agreed) with the minimum score of 31 and the maximum score of 155 (Foladvand, 2015). In order to determine the consistency of this measure, Cronbach's alpha was used whose value in this study was obtained to be 0.95. In order to measure the variable of school effectiveness, the standard questionnaire of school effectiveness of Hoy & Miskel (2013) was used; it included 8 elements scored by a 5-point Likert scale. Minimum and maximum likely score in this tool was 8-40. To determine consistency of this measure, Cronbach's alpha was used whose value in this study was obtained to be 0.90. Validity and consistency of this tool were confirmed in prior studies (Hoy & Miskel, 2013). Consistency of all questionnaires was confirmed by Cronbach's alpha and their content validity was also verified by the ideas of experts. In order to analyze data, descriptive and referential statistics were used. Obtained results showed that the development of the principals and its elements (including skill, ability, knowledge) were positively and significantly correlated with the school effectiveness (r=0.26, 0.28, and 0.26). Results also showed a positive and significant correlation of self-efficacy of the principals and its elements (r=0.45). Finally, in the model of regression prediction, just ability (B =0.28) and leadership (B =0.50) showed to have predictability power. The finding of this study is indirectly correlated with prior studies of Lee and Choi (2003), Lee and Lee (2007); Soon & Zainol (2011), Wen Ling Shih and Chun Yen Tsai (2016). This result is also consistent with the findings of the studies of Zembat & et al. (2010), Ali Al-Harthi and Hendawy Al-Mahdy (2017), Bird et al. (2013), and Boonla & Treputtharat (2014). The study of Zembat & et al. (2010) also confirmed the role of leadership styles in the effectiveness of schools. In a similar study, Bird et al. (2013) concluded that the activities of the principals lead to improving school processes. Regarding other finding of this study, a positive and significant correlation was found between managerial skills and school effectiveness. Studies have shown that successful schools have principals who have created professional culture and effectiveness (Afkhami Kheirabadi & et al., 2006). Based on the findings of this study, a significant correlation was found between developing the competencies of the principals in terms of skills, ability, and knowledge dimensions. Thus, it can be suggested that various dimensions of principals′ competencies are concerned by the authorities of Education Department. Principals of Education Departments are also suggested to prioritize consistent development of school teachers for preserving school effectiveness in the policies of training and developing human resources. In the present study, empirical evidences imply principals ‘perceptions about gaining school effectiveness by means of developing principals′ competencies. Results also suggest that principals are very important in achieving educational as well as organizational goals and school effectiveness.   This study had limitations as well. These limitations included the lack of control over all unwanted variables which may have affected the results of this study. Newness of the studied variables and the lack of access to the broad and growing theories were our other limitations. Despite above-mentioned limitations in the present study, a new, growing, and excellent study area has been opened. On this basis, it can be suggested that this study is replicated in other schools and at different educational levels in order to gain more certainty by replicating the results. Also, by looking at the results and their comparisons with scrutiny, differences and similarities between the schools in terms of development and self-efficacy of their principals and school effectiveness can be identified. As a result, by developing competencies and improving self-efficacy of the principals, the effectiveness of the schools can be increased.

For many years, intelligence and mental abilities were considered the only factors influencing student’ s academic achievement but recently, several studies have examined the impact of non-cognitive aspects such as emotional and social factor. Emotional intelligence is one of the factors that impact and its relation to academic achievement have been studied in different studies. Some researchers found a weak relationship between emotional intelligence and academic achievement, some found a moderate and significant relationship, and some believe the impact of emotional intelligence on academic achievement more than cognitive intelligence. According to this, the purpose of the present study was to analyze and combine the results of the researches in this field and reach a general conclusion and resolve the existing contradictions and discover possible moderators.

According to the purpose of this study, the present study was conducted by meta-analysis method. The statistical population of the present study was all research published in scientific valid journal which was available in computer databases and examined the relationship between emotional intelligence and academic achievement. Using the purposive sampling method and extensive search based on the specified keywords and applying entry and exit criteria, 30 studies were selected as sample and entered the meta-analysis process. The extracted data were analyzed with CMA software.

From selected studies as sample, in total, 137 effect sizes were extracted which 18 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 119 effect sizes. The value of “fail-safe N” statistic was obtained 4132, which indicated that after entering this number of non-significant studies, the combined effect size will be non-significant. The amount of combined effect size calculated 0.169 in fixed model and 0.165 in random model that both of them were statistically significant (p<0.01) which indicated that the positive and significant relationship between emotional intelligence and academic achievement. Values for Heterogeneity indices such as I2 also showed 38% of the observed heterogeneity between the effect sizes of early research, because of the existence of moderating variables. Fisher z test results also showed that the correlation coefficient of emotional intelligence and academic achievement was not significantly different between two groups of students.

The amount of combined effect size of relationship between emotional intelligence and academic achievement was evaluated poorly. But its direction and significant indicated a relationship between emotional intelligence and academic. So it can be argued that people with high emotional intelligence have more ability in knowing their emotions and others and use this cognition to guide behavior and peer pressure and able to overcome unpleasant emotions in the school environment and family and create motivation in yourself, coping with stress, and provide a desirable educational status for himself.

The purpose of this study was to investigate intellectual and social capital according to transformational leadership in primary schools using the descriptive and correlational research methodology. The statistical population was the teachers and staff of primary schools of Tabriz that 184 of them were selected using cluster random sampling method. In this study, intellectual capital, social capital and transformational leadership questionnaires were used for data collection and LISREL software was used to determine the model and construct validity questionnaires. The reliability of the questionnaires was 0.89, 0.97 and 0.94, respectively. The results showed that there is a high correlation between the variables and their components and also the data supported the structural equation modeling of the direct effect of transformational leadership on intellectual capital (beta coefficient: 0.73) and social capital (beta coefficient: 0.66). Based on these results, it can be said that using transformational leadership in schools can makehope for creating social and intellectual capital.

The purpose of this study was determine priority of training needs (technical, human and conceptual ) and effective factors on it (technical, human and conceptual ) in the primary and secondary school managers in the region of 4 in Tabriz city. This study was descriptive and surveying. The population size of 112 school managers , 95 samples obtained using Cochran equation using random stratified proportional sampling method. For assessment of training needs , Management skills , an questionnaire based on a five - point Likert scale was developed. After collection of questionnaire, data were analyzed using SPSS 16 software, descriptive statistics , ANOVA, Independent Samples test and ANOVA were used to analysis of data. Result sowed school managers in all skills of technical, human and conceptual need to education . Technical skills were first priority and human skills were the last. Skills of technical, human and conceptual in different Educational field were a significant (P<0/05). Skills of technical, human and conceptual among educational degree, years of employment different educational level were not significant correlation (P>0/05) . Key words: Management skills, Training needs assessment, School managers Key words: Management skills, Training needs assessment, School managers Key words: Management skills, Training needs assessment, School managers

The curriculum of education and promotion of health in raising the awareness and development of the health culture of students is important. In order to pay attention to the importance of health issues in the student’s health process, it is necessary to develop the content of textbooks and an educational program that can accommodate all the essential health education needs. This study is of content analysis type using “Shannon Entropy Method”, which specifies qualitative and quantitative data processing in content analysis. From the viewpoint of respondents, the content (the content of all the textbooks of first three years of elementary schools) was reviewed using 12 main components and 58 sub-components of health and health promotion; its validity was confirmed by curriculum planning and health education experts and its reliability (0/72) was obtained through Scott’s method. Results of content analysis of Shannon Entropy of reviewing the textbooks of first elementary school grades, indicated components of mental health with 284 items (WJ=0/1832), and familiarity with foodstuffs with 271 items (WJ=0/1981) assigned the most frequency and importance, and the disability indicator components (the importance of disability, helping disabled people, different types of disability, etc.) with 0 items (WJ=0) were the least important indicators and components. Findings of component frequency indicated the health system components do not have normal distribution, in other words health education and health promotion have been addressed in very low level in curriculum, while health is the most important factor in development and guarantees the survival of community.

The study was done for cluster of students based reading and writing problems of bilingual and monolingual children of second elementary school in Abadan. population of this study included all the boy and girl students of second elementary school at 90-91 academic year in Abadan, Khuzestan that 119 students were chosen by multistage cluster random sampling. Measuring tools used in this study were Raven intelligence quiz(1938), Korominouri and Moradi reading quiz (2008), and also researchist made writing quiz.The Statistically methods of raceme analaysis and chi-squared analaysis were used for analaysis of data.The results of raceme analysis showed that students have two profiles, first students who have reading problems and second those who doesn’t have reading problems. The first cluster included students with low scores in minor scales that were called students with reading problems. And the second cluster, were called students with high scores in minor scales of reading test. The results indicated that frequency of monolinguals than bilingual students, is more in two cluster. Also, the results of cluster analysis about spelling mistakes, divide students to two groups of students with writing problems and students with no writing problems. The first cluster included students with high number of different spelling mistakes that were called cluster of students with writing problems and the second cluster, were called students with no spelling mistakes that included students with low spelling mistakes. The results showed that the maximum frequency of students in first cluster belongs to bilingual children

The aim of this research was to conduct a content analysis on addiction prevention educational packages related to Welfare Organization based on addiction prevention components.
A qualitative research method and content analysis based on Shannon entropy model were used for the conduct of this study. The statistical population of the study included all educational packages of addiction prevention belonging to Welfare Organization and the sample of the study consisted of Addiction Prevention Package, Life Skills (1), and Life Skills (2).
The results showed that self-awareness and empathy have received the highest attention and decision-making and problem-solving are ranked in the next places in the content of addiction prevention package. On the other hand, effective communication, creative and critical thinking, teaching about drugs, and coping with stress have received the minimum attention in the content of the package. In book of Life Skills (1), decision-making, problem-solving, effective communication, and teaching about drugs have been assigned the highest attention whereas coping with stress, emotions management, creative and critical thinking, self-awareness, and empathy have been given the lowest voice. In book of Life Skills (2), the highest attention has been paid to decision-making, problem-solving, self-awareness, empathy, and effective communication while the lowest attention has been given to creative and critical thinking, teaching about drugs, coping with stress, and emotions management.
Given that some components of addiction prevention have not been given enough attention, their inclusion into educational packages will make an effective contribution to the improvement of knowledge in the target population.

This study aims to determine effectiveness of group conceptual mapping on cognitive - emotional indicators of chemistry courses. Participants include 147 first grade high school female students and the intended educational content is chemistry. The research project is designed based on a quasi-experimental plan along with post-test and comparison group. Participants are selected using single-stage cluster sampling and specified to the test group (60 individuals) and control group (87 individuals) randomly. In test group, group conceptual maps were drawn by participants after teaching, while in control group participants were learning the same contents with common methods. Cognitive and emotional indicators of the study were evaluated by a researcher designed test and self-effectiveness questionnaire (Morris, 2001), respectively. Results of the study show conceptual group mapping has positive effect on cognitive indicators of learners on chemistry courses, however, other parts of the findings indicate conceptual group mapping can only meaningfully influence educational self-effectiveness as one of the elements of emotional indicators, and has no meaningful effect on other elements (social and emotional) of self-effectiveness.

The purpose of present research is study the role of achievement goal orientation and self-efficacy in learning approaches, and explaining predicted model of learning approaches of students. Learning approach shows quality and manner learning of materials and were consisted of three levels: surface, deep and achievement. Achievement goal orientation refers to learners reasons and purposes of doing homework and Include performance approach, performance avoidance, mastery performance and mastery avoidance goals. Self-efficacy refers to individual's judgments about their abilities and competence to perform successfully a task. The population were high school students of Bijar city. mathematic, empirical and human sciences (N=280) were selected by use of stratified random sampling and were given to them study process questionnaire(SPQ) devised by Biggs(1987), achievement goal questionnaire(AGQ) devised by Elliot & MC Gregor(2001)and self- efficacy subscale of Motivated Strategies for Learning Questionnaire (MSLQ) devised by Pintrich & De Groot (1990). Results of multiple regression showed that mastery approach (positively) and performance avoidance(negatively) predict deep learning approach mastery approach and performance approach(positively both of them) predict achievement learning approach and mastery approach and performance approach(negatively both of them), and mastery avoidance(positively) predict surface learning approach. simple regression showed that self- efficacy predict deep and achievement learning approach positively and predict surface learning approach negatively. Study results, not only reveals cognitive patterns and motivation interactions, but also includes significant points for educational systems.

Blended learning is a combination of systemic and contingency approaches to learning which means that besides paying attention to the relationships between all components as a whole, the conditions of utilizing these tools to achieve the best results are especially taken into account too. The aim of this study was to explore the perspectives of Sarab health and treatment network staff on the establishment and implementation of blended learning system (face-to-face and online) based on ISO 10015 requirements.
The population of this descriptive survey included all of the health workers of Sarab health and treatment network in 2015 and the sample size was set at 265 using Morgan table. Data collection tool was a 63-item researcher-made questionnaire in the five-point Likert scale based on the requirements of ISO 10015. It measured feasibility assessment, design, implementation and evaluation of blended learning. Descriptive statistics and independent t-test were used to analyze data.
The mean scores were calculated for needs assessment at 2.81±0.43, design at 2.6±0.52, implementation at 2.5±0.6, evaluation at 2.3±0.7 for the implementation of blended learning which all were less the expected mean (3) and this difference was statistically significant (t=1.4, p These results could be used as the basis of establishment and to enable strengthening of needs assessment, design, implementation and evaluation for providing appropriate infrastructure for the establishment of blended learning and making use of the benefits of both the online and face-to-face methods.

Working in hospital is stressful, and this may result in deviant behaviors of clinical staff and thus irreparable damages to the patients’ health. It is, therefore, crucial to empower hospital workers in managing job stress to ensure high quality of healthcare. Psychological and social capitals have been shown to influence organizational behaviors of the employees. The aim of the present study was to investigate the impact of psychological capital (PC) and social capital (SC) on job stress and deviant behaviors in clinical staff.
A random sample of 375 individuals was randomly selected from among the clinicians of hospitals of Tabriz City (North-western Iran). Data were collected using valid and reliable questionnaires. The obtained data were summarized using descriptive statistical methods. The relationship between the variables was explored by Pearson’s correlation coefficient and multiple regressions analysis.
Findings: Higher PC and SC negatively predicted both job stress and deviant behaviors. In addition, the negative correlation between PC and job stress was found to be stronger in the employees with higher SC.
Our study, hence, suggests promotion of PC and SC in clinical staff as an effective approach to empower them in managing stressful situations. Increased PC may also alleviate the rate deviant behaviors in clinicians, resulting in higher performance of healthcare human resources.

The aim of the present research was to determine the role of affection toward school, personality traits and academic performance in differentiating between self disciplined students and those with disciplinary problems. The research sample included 420 second and third grade high school students in the academic year 1391-1392 in Tabriz who were selected by multi-stage cluster and purposeful sampling methods. To choose the self-disciplined and those with disciplinary problem, two cut-off scores were set for the students’ discipline scores. In this research, a questionnaire of measuring attitude toward school was used for measuring the students’ academic affection and a questionnaire of five main factors of neo personality was applied for assessing the personality traits of the participation. Also, the first semester averages were used by as an index of academic performance. The obtained data were analyzed statistical methods of logistic regression and discriminate function analysis. The results of logistic regression indicate that the elements’ averages, self-regulation and attitude toward school and the variable of being receptive, respectively and positively, predict the group membership of students with disciplinary problems. The discriminate function analysis results also showed that self-regulation, attitude toward school, academic performance and attitude toward teacher and class and finally being pleasing have significant potential in differentiating between two groups of disciplined students and those with disciply problems. The results also indicate that 75/3 percent of the individuals in both groups were classified properly according to these variables. The implications of the findings have been discussed in the paper.

One of the most effective methods of class management is the understanding of students disciplinary factors. In this regard the purpose of this research is discriminating between disciplined and indisciplined students based on mind reading five components emotional intelligence (self-stimulation, self-control and social consciousness, self-knowledge and social skills). The subjects of this research were 384high-school students of Tabriz who were selected by multistage cluster sampling method and purposive sampling method. Twocut point girls and boys indiscipline scores and also the comments of school officials were applied for selecting disciplined and indisciplined students. For collecting research data, Sharing emotional intelligence questionnaire and Baron-cohenmind reading test were used. Data in this research analysis by discrimenant function analysis and regression logistic. The findings of discrimenant function analysis resulted in a significant discrimenant. According to this function, four variables of mind reading, self _ control, social consciousness and self-stimulation were of the maximum power in discriminanting between the two groups, Also The findings of discrimenant function analysis proved that 60 percent of people in two groups were again classified correctly according to the resulted function, The significant results of the logistic regression proved that this model can classify 60 percent of students in two groups of disciplined and indisciplined.

The purpose of the present research was to explore the academic performance relationship with self-regulated learning، and academic burnout of Ardabil city high schools in 2010-11. The statistical sample of this research was included 379 high school students (197 boys، 182 girls) of Ardabil city. They were selected by multi-stage cluster sampling method irrespective of their field and year of study. The tools used in this research were three questionnaires: MSLQ، Berso’s academic burnout and average grade of academic semester in 2010-11. The results showed that there was a positive relationship between self-regulated learning and academic performance. However، there was a negative relationship between of academic burnout dimensions and academic performance. The results of multiple regression showed that academic burnout had a better capability in predicting the academic performance in comparison with self-regulated learning and path analysis showed that the academic burnout variable was the only variable، which was able to have a direct influence on the academic performance of students. On the other hand، the results of Hotlling t2 showed that there was a significant difference among the combination of three dependent variables in the two groups of female and male students. For an exact study، independent t-tests were used for all of the variables and the results showed that there was a significant difference between female and male students، just in term of academic performance.

Over the past two decades, many researchers have examined the relationship between metacognitive strategies and academic achievement variables through experimental and correlational studies. The reexamination of the result of these studies shows that their findings have not been the same. Thus, the necessity of using meta-analysis study to resolve discrepancies and present the overall result of all of them is needed. Therefore, this paper aims to combine the quantitative results achieved by correlational and experimental studies on the relationship between metacognitive strategies and academic achievement. Regarding this, the findings of 56 researches in this field within Iran was used by which the effect size of 114 was achieved. Studies that were used in this research have been collected from various universities, research centers and scientific databases. Using CMA software and after examining of the inclusion and exclusion criteria, the quantitative findings of selected studies were analyzed. The combined results showed that metacognitive strategies in all studies (correlational and experimental) had meaningful relationship with learners’ academic achievement and the size effect of the relationship of these two variables, according to Cohen’s criterion, in high experimental studies (ES=0.70) and in medium correlational studies (ES=0.44) was assessed. Also, other results of this study showed that among metacognitive strategies variable, planning variable has the most impact on academic achievement.