zahra zeinaddiny meymand

This study aims to identify the key components of a curriculum based on cultural literacy in the education system.

The study employed a qualitative research design, using content analysis to examine a wide range of documents and scholarly articles on cultural literacy. The data were collected from reputable sources between 2009 and 2024, including books, articles, and reports. Through open, axial, and selective coding, the data were analyzed to identify recurring themes and concepts. In total, 665 initial concepts were extracted, which were categorized into 46 subcategories, representing the core components of a culturally literate curriculum.

The analysis revealed 46 distinct components of a culturally literate curriculum, including critical, personal, and cultural evaluation; historical, religious, and political knowledge; student-centered learning strategies; and environmental and social goals. These components emphasize the importance of fostering cultural literacy as a multifaceted concept, incorporating evaluative skills, social responsibility, and awareness of cultural diversity. The study highlights the need for both student-centered and teacher-centered strategies to balance critical engagement with structured learning.

The study provides a comprehensive framework for integrating cultural literacy into the education system. By identifying the core components, it offers valuable insights for educators and policymakers to develop curricula that promote cultural understanding, critical thinking, and social cohesion. The findings underscore the importance of a holistic approach that incorporates cultural, educational, and social goals to prepare students for diverse and multicultural environments.

The purpose of this research is to analyze the indicators of Martyr Soleimani's school with an emphasis on Martyr Motahari's anthropological theory. The research method is qualitative and with thematic analysis approach. The statistical population of the research included experts and specialists in the fields of Islamic ethics and experts and professors knowledgeable about the anthropological theory of Shahid Motahari and the school of Shahid Soleimani. The statistical sample was estimated and sampled based on reaching theoretical saturation (16 people). The research tools included systematic library study and structured exploratory interviews. The validity of the tool was evaluated and confirmed based on the legal and scientific validity of the sample, expert opinion and agreement between the correctors. The results of the analysis of the theme showed that all 6 dimensions of Martyr Soleimani's school based on Martyr Motahari's anthropological theory (belief, administrative, political, social, moral and jihadi dimensions) have indicators. Based on the findings of the research, it is possible to suggest the implementation of these components to the agents of the Islamic Republic who are in the final stage of governance. If politicians in the Islamic Republic want to be effective in the domestic and international environment, following these components can guide them in this direction.

Academic sustainability and well-being influence students’ academic success. This study examines the relationship between mental health, persistence, and academic well-being, considering the mediating role of transformational capital. This applied research adopts a descriptive-correlational approach. Information was collected through library and field methods. The statistical population included first-year male and female secondary school students in Kerman, with 300 students selected from six schools in a multi-stage cluster. The data collection tools included the Transformational Capital Questionnaire, the Academic Well-being Questionnaire by Tominen-Swini et al., and the Academic Sustainability Scale. Data analysis was performed using AMOS and SPSS version 23 software path analysis. The results indicated that transformational capital, as a mediating variable, affects the relationship between mental health, sustainability, and academic well-being. A relationship between academic sustainability and academic well-being is mediated by transformational capital. The model analysis showed that the indirect effect of academic sustainability on academic well-being through transformational capital was 0.35, indicating a relationship between academic sustainability and academic well-being mediated by students’ transformational capital. Students with higher developmental capital (social, cultural, and family) exhibit cohesion and integrity and experience academic satisfaction. The external-textual dimension of transformational capital, which is the positive experiences individuals receive daily from relationships with people and the social system, can influence their well-being and academic sustainability.

Assessing life skills in children is a preventive approach to promoting their mental health and quality of life. Regarding the lack of appropriate tools, this study aimed to develop and validate a children's Life Skills Questionnaire (LSQ). 

In this cross-sectional study in the academic year of 2022-2023, the target population included all seven-year-old children in Kerman City, Iran. Initially, the preliminary questions of the questionnaire were prepared through interviews. Then, using a cluster sampling method, 1140 seven-year-old children from different schools in Kerman were selected. We determined the validity of the questionnaire using face validity, content validity, and construct validity methods. Also, we determined the reliability of the questionnaire using internal consistency and test-retest methods. We identified the optimal cut-off point aiding Receiver Operating Characteristic (ROC) curve analysis and the Youden Index. 

The LSQ for children had acceptable face and content validity, qualitatively and quantitatively, although some questions needed revision. The confirmatory factor analysis revealed that the questionnaire comprised 29 questions and six factors. Confirmatory factor analysis also confirmed the six-factor model. Cronbach's alpha for the scale was 0.86, and its dimensions ranged from 0.71 to 0.92. The cut-off point 100 with a Youden Index of 82.10% has the highest accuracy. 

Based on the findings, the life skills questionnaire can assess the life skills of seven-year-old children.

The current research method is qualitative and based on theme analysis and practical in terms of purpose. The participants in the research were university experts in curriculum and quantum physics fields, who were selected according to the nature of the subject, 15 people based on purposeful sampling until theoretical saturation. The research tool was semi-structured interviews, the questions were adjusted during the interview. For the validity of the findings, the researcher rechecked the entire coding process. Also, for face validity and reliability, the text of several interviews was coded with another coder, and based on the agreement coefficient between the coders, its value was 89%. Thematic analysis method with open, central and selective coding was also used to analyze the data. The findings showed that 4 main themes include: quantum curriculum development factors, quantum curriculum development consequences, quantum curriculum development intervention conditions, and quantum curriculum development strategies are the main components of quantum physics based curriculum. Also, the indicators of this program include: (the ability to see purposefully, the ability to feel empowered, the ability to intuitively recognize, create multidimensional learning, create potential learning capabilities, create dynamic learning environments, use all brain neural networks in learning, butt conflict, attitude teachers and administrators, lack of knowledge of quantum approach, creative teaching, knowledge and awareness of students, intuition-based teaching, participation of students in class and involving students, use of encouragement and reward in education and promotion of students' responsibility).It can be concluded that the curriculum based on quantum physics, from the point of view of experts, has several components that curriculum planners can pay attention to in curriculum design.

Delinquency is one of the social phenomena that currently besets societies and imposes heavy expenses on them annually. This study aimed to study the relationship between delinquency based on conduct disorder and character type with the mediating role of moral intelligence in the adolescents of Kerman City Correctional Center. This was a cross-sectional descriptive-analytical study. The statistical population included 66 adolescents from Kerman City Correctional Center, selected using random sampling. The research tools included a Conduct Disorder Questionnaire (CDQ), a character-type questionnaire (Hans Eysenck, 1963), and a moral intelligence questionnaire (Link & Keil, 2005). Data were analyzed using SPSS 28, Smart PLS3, the Parson correlation coefficient, and confirmatory factor analysis. There was a direct and significant relationship between moral intelligence and character types (path coefficient (PC) = 1.502, T = 2.096, P < 0.05), between conduct disorder and moral intelligence (PC = 0.996, T = 1173.19, P < 0.01), and between moral intelligence and character types (PC = 1.502, T = 2.096, P < 0.05) of the delinquent adolescents. There was also an indirect significant relation between conduct disorder based on character types and ethical intelligence mediation (PC = -1.495, T = 2.095, P < 0.05). We can impact the relationship between conduct disorder and character type by increasing moral intelligence to reduce conduct disorder, neuroticism, and psychosis in delinquent adolescents.

Undoubtedly, in the formal education system of any country, all levels of education are considered the most important and fundamental. The impact of this level on the academic success of students is significant throughout their lives and educational period. The purpose of the current research was to investigate the causal conditions of the Persian curriculum model centered on storytelling.  

The research method was qualitative, using content analysis. The population consisted of all pre-school teachers in the city of Kerman, totaling 1400 individuals. Sampling was done purposively until theoretical saturation of data (involving 21 participants). The research instrument in the qualitative part was deep and unstructured interviews. For data analysis in the qualitative section, open, axial, and selective coding methods were used.  

Results indicated that the dimensions and components of the causal conditions of the Persian curriculum model centered on storytelling included 8 selective codes: emotional stimulation, strengthening perceptual power, enhancing critical thinking, academic effort, fluid learning, moral development, semantic perception, and identity strengthening.

It is suggested that visualization techniques be used to facilitate the understanding of learning objectives in the storytelling process for children. In such a scenario, the comprehension of concepts for them becomes easier. It is recommended that educators endeavor to establish a connection with children during the storytelling process and consistently seek their opinions on the topics presented in the story.

The current study aimed to explore the use of storytelling as an instructional method and develop an effective curriculum for its implementation. The research followed a qualitative grounded theory method. The study encompassed all 578 preschool teachers who had experience using storytelling to teach textbooks. A purposive sampling method was employed, and data was collected through in-depth, unstructured interviews. The findings revealed that the causal conditions contributing to the effectiveness of the Persian book curriculum, with a storytelling focus, included eight core factors (emotional stimulation, enhancement of perceptual abilities, fostering critical thinking, academic diligence, seamless learning, moral development, semantic comprehension, identity reinforcement). Additionally, contextual conditions encompassed five key factors (teacher empowerment, parental involvement, provision of information technology, sharing of experiences, structural decentralization), while strategic conditions involved five critical factors (visualizing content using diverse storytelling mechanisms, adding an element of enjoyment to the content, enhancing communication with students, diversifying storytelling settings, striving for content comprehension). Furthermore, intervention conditions highlighted four selective factors (rigidity in storytelling, lack of engagement in storytelling, insufficient storytelling skills, limited resources), and outcome conditions encompassed two selective factors (emotional engagement and cognitive engagement). In conclusion, this research sheds light on the significance of storytelling as an instructional approach and offers insights into curriculum development for preschool education.

The present study aimed to develop and examine the psychometric indicators of the teacher-student relationship questionnaire in high school students of Hormozgan province. The research method was descriptive correlation type. Also, the statistical population of the research in the content validity section included university professors, school principals, and education experts of the Education Office of Hormozgan. In the construct validity section, the statistical population included all high school male students of Hormozgan province. The research sample in the first part of the research was a panel of experts, of which 100 were selected using the purposeful sampling method. In the second part of the research, 384 students were selected by cluster random sampling method. A researcher-made questionnaire was used to measure the factors affecting the teacher-student relationship. The questionnaire was developed by examining the theoretical literature and using the Delphi method. Eventually, seven factors were identified. These factors include the teachers’ affective-emotional ability, perceived freedom in the classroom, support, teachers’ communication skills, classroom management ability, and teachers’ personality and motivation in class. The questionnaire’s validity was confirmed using exploratory and confirmatory factor analysis. Also, its reliability was satisfactory (Cronbach’s α = 0.89). The results revealed that the developed questionnaire measures the identified factors as the components of the teacher-student relationship and can be used as a useful instrument in measuring this construct among high school students.

 Program accreditation is one of the approaches to improve the quality of educational programs and is increasingly used in medical science education. Considering the lack of a program accreditation model at the undergraduate level of medical sciences in Iran.

 The present study was conducted to develop accreditation standards for educational programs at the undergraduate level.

 This descriptive cross-sectional study was conducted in 2020-2021 using a mixed qualitative-quantitative method in two phases. In the first and qualitative phase, the qualitative opinions of nine experts in the basic fields and standards (assessed by the research team in the previous descriptive-comparative study) were obtained by holding a focus group (semi-structured interview). In the second and quantitative phase, the obtained accreditation domains and standards were prepared as an online questionnaire and sent to 16 Iranian experts to confirm the final standards. After analyzing the data, the accreditation standards for undergraduate educational programs were proposed.

 According to our results, 12 domains and 69 criteria were proposed as accreditation standards for educational programs. The results of the analysis of content validity ratio and content validity index showed that the values of all 12 domains and 69 criteria were higher than 0.49 and 0.7, respectively. As a result, all domains and criteria were approved. Moreover, the intraclass correlation coefficient (ICC) in all 12 domains was higher than 0.96, indicating an excellent ICC in the proposed domains.

 Providing the framework of local program accreditation standards and criteria helps improve and promote the quality of medical science educational programs and leads to the higher trust of domestic and foreign stakeholders in these programs.

 Substance dependence is a maladaptive pattern that leads to clinically significant degradation and is manifested through a set of cognitive, behavioral, and physiological symptoms. The aim of this study was to evaluate the effectiveness of cognitive behavioral therapy (CBT) on alexithymia, emotional regulation and psychological capital of male substance abusers, under the auspices of addiction treatment centers.

 This randomized clinical trial was conducted from June to September 2021 in Kerman, Iran using a pretest, post-test design with a control group. A single therapy center was randomly selected via multi-stage cluster sampling from several substance abuse treatment centers using agonists for treatment. Then 50 people were randomly selected and allocated to experimental and control groups. The research instruments were questionnaires for alexithymia, emotional regulation, and psychological capital. After the pretest phase, the experimental group underwent 10 sessions of CBT. In the next step, the post-test was conducted and after 6 weeks the follow-up test was performed on the groups. The control group did not receive the intervention. Finally, the data obtained from 40 participants were analyzed using the t-test in SPSS-25 software.

 The findings indicated that the intervention in the post-test phase significantly reduced alexithymia (P=0.001), increased emotion regulation (P=0.001) and increased psychological capital (P=0.003). Also, in the follow-up phase, the results show a significant decrease in alexithymia (P=0.002), increase in emotion regulation (P=0.001) and increase in psychological capital (P=0.002).

 CBT can improve alexithymia, emotional regulation and psychological capital of substance abusers and can be used in addiction treatment centers.

Addiction is a psychiatric disorder with biological, psychological, and social aspects. Literatures indicated that alexithymia, emotional dysregulation, and low psychological capital affect substance abuse. This study investigated the effectiveness of interpersonal psychotherapy on alexithymia, emotional regulation, and psychological capital of male substance abusers.

This quasi-experimental study was conducted in 2021 in Kerman, Iran using a pretest, post-test design with a control group. A single therapy center was randomly selected via the multi-stage cluster method from several substance abuse treatment centers. 50 people were randomly selected and allocated to experimental and control groups. The research instruments were questionnaires for alexithymia, emotional regulation, and psychological capital. After the pretest phase, the experimental group underwent 12 sessions of interpersonal psychotherapy. In the next step, the post-test was conducted and after 6 weeks the follow-up test was performed on the groups. The control group did not receive the treatment. Finally, the data obtained from 40 participants were analyzed using the MANCOVA test by SPSS25 statistical software.

Our findings indicated significant MANCOVA results for alexithymia (F=65.14 and P<0.05), emotion regulation (F=44.72 and P<0.05) and psychological capital (F=12.05 and P<0.05) showing a significant difference between the scores of dependent variables in the experimental group and control group.

The results showed that interpersonal psychotherapy improves the state of alexithymia, emotional regulation, and psychological capital in substance abusers. It can also be used as an effective intervention in addiction treatment centers.

Th is study aimed to design a model of students ’ academic well - being based on the role of perceived social support and cognitive flexibility mediated by psychological hardiness .

This study was correlational - descriptive research . T he statistical sample studied in the present study was 334 people selected by stratified random sampling method among students of the Islamic Azad University of Kerman in the fiscal year of 2019 - 2020 . The research instruments were t h e a c a d e m i c W e l l - b e i n g Q u e stionnaire, Psychological Hardiness Questionnaire, Cognitive Flexibility Scale, and Pe rceived Social Support Scale . T he pathway review process was used in Amos and S PSS software version 2 3 for the analysis of data .

The results of path analysis in the final model showed that the model ha d a good fit with the data . P sychological hardiness ha d a significant mediating role in the relationship between cognitive flexibility , social support and academic wellbeing. R esults from path analysis revealed that the model has a n appropriate fit with the data and psychological hardiness ha d a vital intermediating function in the correlation concerning cognitive flexibility, social support, and academic well - being . Model fit indicators include: Normalized Chi - square (2.17), Fit - Goodne ss Index (0.912), Modified Fitness - Goodness Index (0.92), Normalized Fit Index (0.96), Incremental Fit Index (0.97), Tucker - Lewis Index (0.95), Fit Index Adaptive (0.96), root mean square estimation error (0.037) ha s been stating that the proposed model was appropriate .

P sychological toughness has an important mediating role between perceived social support and cognitive flexibility with academic well - being; Therefore, efforts to develop scientific protocols to improve students ’ academic well - being are suggested.

The beginning of the 21st century refers to an era that can be called the quantum era from the point of view of technology. Quantum theories have the ability to be useful in explaining complex human behaviors, including teaching and learning, and scientists use this theory in investigating phenomena such as mind, thinking, and subconscious mind. Quantum theory in Iran is especially important in the subject curriculum. It is unknown and it is necessary to explain the relevant concepts and with the help of its capabilities, the shortcomings of the existing curriculum will be resolved and lead to a conscious life in the third millennium. Therefore, with the aim of explaining the quantum concepts and determining the relevant components, this research has pursued this question: What components does the quantum curriculum include?

This research is qualitative in terms of fundamental purpose and data. For this purpose, conceptual structure evaluation and theoretical research were used. The statistical community of research in the qualitative part includes national and international documents and related researches and digital resources in the field of quantum physics and curriculum.

Application of this theory, transdisciplinary approach, contextual, collaborative and negotiation knowledge instead of hierarchical knowledge, readiness to face unexpected developments and situations, lifelong learning, lack of focus in curricula and dealing with all complex human dimensions and It presents his extensive interactions with the universe and the implementation of multicultural curricula. In order to succeed in the implementation of curricula, attention should be paid to the learner's environment and his mental and physical conditions and the injection of mental energy. In the evaluation of curricula, attention should be paid to the variety of tools and resources and it should be done qualitatively, continuously and in different situations.

Quantum curriculum with a holistic view of right and left hemisphere interactive learning, by establishing a simple and dynamic model, returns the pleasure of teaching to professors and elevates students to the level of insatiable and knowledgeable learners.

Quality of school life is defined as the overall student satisfaction with their experiences of school activities. This study is aimed at investigating the structural relationships between academic procrastination and quality of school life with the mediating role of difficulty in emotional regulation.
This correlational study adopts the structural equations method. The statistical population consists of 4734 female high school students in the city of Kerman, in 2018-2019. A sample of 353 subjects was selected through Cochran's formula using the random cluster sampling method. To collect data, Ainley and Burke's Quality of School Life Scale, Solomon and Rothblum's Procrastination Assessment Scale for Students (PASS) and Graz and Roemer's Difficulty in Emotion Regulation Scale (DERS) were used. The validity and reliability of the questionnaires was confirmed through factor analysis and Cronbach's alpha, respectively. Research data were analyzed through inferential statistics. SEM and confirmatory factor analysis were applied using SPSS and AMOS.
The results showed that the variable of academic procrastination has a negative and significant effect on the quality of the students’ school life with a negative coefficient (β = -0.722) and a significance equal to 0.000. Academic procrastination has a significant and direct effect on the difficulty of emotional regulation according to the positive coefficient (β = 0.528), and a significance equal to 0.000.
According to the results, the variable of academic procrastination has a negative and significant effect on the quality of school life among the students. The academic procrastination variable has a significant and direct effect on the difficulty of emotional regulation

Program accreditation is a quality assurance educational program implemented in many countries.

This study aimed to compare program accreditation standards of the Ministry of Health of Iran with several selected countries and to extract program accreditation standards to benefit from the experiences of other countries.

The present descriptive-comparative study was performed in 2020. The information required for the study was collected by searching on the Internet on valid websites of accreditation institutes of medical sciences and higher education in Iran and other countries. Among them, the World Federation for Medical Education (WFME) program accreditation standards and eight countries from different continents were compared with Iran. The research was conducted using the Beredy model.

The results showed that the standards in the studied programs were significantly different both quantitatively and qualitatively. It was also found that the accreditation standards of educational programs in Iran, Kazakhstan, and the WFME were consistent regarding the areas’ number and titles, but there was a difference in the number and titles of the criteria and indicators.

Considering the vital role of graduates of medical sciences in promoting community health and also given the current and particular situation and the global conflict with COVID-19 epidemic, which has disrupted face-to-face education and evaluation at all educational levels, upgrading and improving the quality of medical education programs seems necessary more than ever. Therefore, to evaluate and promote the quality of these programs, it is suggested to codify accreditation standards of educational programs locally and according to the current conditions.

Job performance of department heads, as an important and influential human resources and capital in the university, is of particular importance for achieving the lofty goals of higher education. The aim of this study is to investigate talent management and critical thinking rate in improving job performance of department heads. The research method is correlational and an applied research. The statistical population of the present study is 49 managers of all departments of the Islamic Azad University of Kerman; through Cochran's formula, 44 people are selected as a statistical sample by simple random sampling. In order to collect data and measure the research variables, three standard questionnaires of talent management (Ohli 2007), the standard questionnaire of critical thinking of California Fashion (1990) and the job performance questionnaire (Patterson 1992) are used. Data are analyzed using multiple regression coefficient, Pearson correlation and SPSS software version 23. Findings show that talent management and critical thinking play a role in promoting the job performance of department heads of Islamic Azad University of Kerman and critical thinking has the most important role in comparison with talent management. Also, among the dimensions of critical thinking, the most important role is related to evaluation and then analysis, following by deductive reasoning, inference and inductive reasoning, respectively. Accordingly, the necessity of providing a suitable environment for training, growth and development of talent management and critical thinking of department heads with the aim of improving the level of their job performance as effective and valuable human resources in the university, is suggested.

Due to its chronic and debilitating nature, multiple sclerosis (MS) affects various psychological dimensions of patients’ life, thereby disturbing their adjustment to their situation and the environment. This study aimed to investigate effects of stress inoculation training (SIT) on general health and occupational adjustment strategies in MS patients.

In this educational trial, 40 people were selected by random sampling from all MS patients who referred to a special clinic in Rafsanjan (Kerman, Iran, 2018) and randomly assigned to intervention and control groups. Dimensions of general health and adjustment strategies were evaluated before and after SIT by the General Health Questionnaire (GHQ) and Bell Adjustment Inventory. The intervention group received SIT treatment weekly for seven sessions. Besides, data were analyzed using analysis of covariance.

The participants' mean age was 34.92 ± 7.32 years. Regarding general health dimensions, the results showed that the mean scores of physical health (11.40 ± 30.8), anxiety (6.10 ± 1.94), social health (6.70 ± 1.56), and depression (5.80 ± 1.32) did not change significantly after SIT (p > 0.05). Concerning adjustment strategies, SIT was effective in improving occupational (13.6 ± 1.35) and emotional strategies (13.2±2.74) with p = 0.038 and p = 0.021, respectively.

According to the results, SIT was effective in improving occupational and emotional adjustment, yet it was not effective in improving the dimensions of public health. Moreover, it seems in order to improve general health in MS patients, various variables are essential along with stress control.

The aim of this study was to examine the model of academic self-efficacy based on the teacher-student relationship in high school students. The research method was mixed method (qualitative and quantitative). The statistical population of the study in the qualitative section was the university professors, school principals and education experts. The statistical population in the quantitative section was the male high school students in Hormozgan province. In the qualitative section, 100 people were selected using non-random sampling method and in the quantitative section, 384 students were selected via cluster sampling. The research instruments were the Morgan-Jenks (1999) self-efficacy questionnaire and the teacher-student relationship questionnaire developed in qualitative and quantitative phases of research. The results of qualitative and quantitative study indicated that the components of emotional ability, perceived freedom in the classroom, perceived support, communication skills, class management ability, teacher personality and class motivation were the components of the teacher-student relationship questionnaire. The results of the model study also indicated that the teacher-student relationship was a significant predictor of students' academic self-efficacy.

Social skills play a substantial role in the social adjustment process and the children’s behavioral problems reduction. Expressive language and the theory of mind are two efficacious fundamental factors in children’s social skills enhancement. So the present study was conducted to designing a social skills model based on the role of expressive language development components through the mediation of theory of mind in children of 4 to 6 years old.

This research was a practical survey-correlational study. The population included 750 pre-school children in Shahr-e-Babak located in Kerman province during the 2017-18 academic year; 104 preschoolers (including 48 girls and 56 boys) were selected with a three-stage cluster sampling method. They completed the language development test (Newcome & Hammill 1988), Social Skills Rating Scale (ROSS) (Truscott, 1989), and the test of the theory of mind by Nepssy2 (Korkman, Davis and Matthews, 2007). Research data was analyzed through path analysis.

Results indicate that the proposed model has a proper fitting with the research data. Results approve the direct effect of the theory of mind on social skills (0<0.001) and also the direct effect of expressive language components on the theory of mind (p<0.01). Findings confirmed the mediatory role of the theory of mind in the relation of social skills and expressive language components (p<0.05).

Findings of this research indicate that the components of expressive language and the theory of mind should improve as well as the social skills of 4 to 6-year-old children. Components of expressive language can indirectly, and through the theory of mind, enhance, develop and improve children’s social skills, which is done through affecting children’s social efficiency, enabling effective interaction with peers, and decreasing their behavioral problems.

Emotional labor, first introduced by Hochschild (1983), has attracted interest from researchers. Despite researchers' efforts to understand why and how emotions managed by managers in the workplace, in other words, by examining their emotional labor with the help of various conceptual frameworks, they have achieved the contradictory results, especially on deep action. Therefore, the aim of this study was to explore emotional labor considering the role of contextual factors, individual differences and emotional intelligence.

According to education experts, learning the concepts and topics of the information technology age is influenced by the five minds introduced by Gardner, therefore, it is necessary to pay attention to these five minds in educational centers and identify the factors affecting it. The aim of the present study was to investigate the relationship between individual, educational, social and cultural factors with five minds among student teachers.

This was a descriptive-analytical research and its statistical population included all student teachers of Farhangian University of Kerman, Iran, in 2020. A total of 400 people were selected by stratified random sampling. The data collection tool included two researcher-made questionnaires. Data were analyzed using Pearson correlation coefficient and multiple linear regression in SPSS ver. 25.

The results showed a positive and significant relationship between individual, educational, social and cultural factors with Gardner's five minds, so that these four factors simultaneously (R2adj = 422) explain the variance of the five minds. Moreover, the most important predictors of the five minds of student teachers are individual factors (β = 0.266, p = 0.001), social factors (β = 0.229, p = 0.001), and educational factors (β = 0.20, p =0.001), and cultural factors (β= 0.166, p = 0.001), respectively.

Based on the research results, individual, educational, social factors and cultural factors were the predictors of five minds among the student teachers.

Background :

Quality of school life is defined as the overall student satisfaction with their experiences of school activities. The purpose of this study was to investigate the structural relationships between perfectionism and quality of school life with respect to the mediating role of emotional regulation difficulty.

This is a descriptive correlation study using structural equations. A sample of 353 female high school students in Kerman, Iran, was selected through Cochran's formula using random cluster sampling. To collect data, Ainley and Bourke's Quality of School Life (QSL) scale, Terry-Short's Positive and Negative Perfectionism (PAPS) scale, and Gratz & Roemer's Difficulties in Emotion Regulation Scale (DERS) were used. The validity of the questionnaires was measured and confirmed using factor analysis and reliability through Cronbach's alpha. Data were analyzed using descriptive and inferential statistical indicators including structural equation modeling and confirmatory factor analysis using SPSS (version 16.0), and AMOS software (version 24.0).

Results showed that positive and negative perfectionism have a significant effect on the quality of school life with respect to the mediating role of emotional regulation difficulty. The impact of positive perfectionism on the quality of school life was direct and significant, while its effect on the difficulty of emotional regulation was significant but inverse; emotional regulation difficulty showed a significant inverse effect on the quality of school life.

Conclusion :

Perfectionism and emotional regulation difficulty are threats to the quality of school life, so adopting a comprehensive perspective to understand and solve these issues is necessary.

The main purpose of this research is to study the effect of complementary and extracurricular activities on students' self-belief. In a pre-test and post-test semi experimental design with a control and experimental group. The statistical population consisted of 223 sixth grade female students in Bardsir. The sample consisted of 40 people who were selected by convenience sampling into experimental and control group. Data analysis was performed using multivariate analysis of covariance (MANCOVA) using SPSS-20 and variance analysis and t-test were used to evaluate the hypotheses. The results of the study showed that training in complementary and extracurricular activities, including participation in artistic activities, membership in student organizations, participation in scientific activities and participation in religious activities, affects the self-belief of sixth grade female students in Bardsir. Comparison of the above variables showed that complementary and extracurricular activities have a positive effect on students' overall, social and academic self-belief. However, it did not have a significant effect on individual and family self-belief. According to the role of education in creating a developed, complete and transcendent personality, the research results indicate the importance of considering designing and compiling complementary programs and various extracurricular programs along with formal curricula, tailored to the needs, interests and conditions of students and attention.

From the viewpoints of the experts of teaching and training, if teachers were acquainted with the model of Five Minds for the Future and were able to apply it in the process of their teaching, they would be able to train more successful students. The current research is done with the modeling purpose of Gardner’s Five Minds for the Future in education of the student teachers of Farhangian University. Thisresearch is done with the approach, mixed with heuristic strategy. The under-study communities in the qualitative stage were all the professors and the student teachers of Kerman’s Farhangian University and all the student teachers of Farhangian University, Kerman, Iran, were included in the quantitative stage. The volume sample was 22 subjects for the qualitative stage and 400 subjects for the quantitative stage which have been chosen with random stratified sampling. The instruments for gathering information in the qualitative stage were the semi-structured interview and in the quantitative stage the structured interview. In the aggregate of the gained finding, the qualitative part includes 193 free codes which, after final analysis, were divided into 5 categories and 18 sub-categories. Principal gained findings include posteriori findings of the research, contextual conditions, intervening conditions, the implementation strategies and the implementation consequences. Quantitative The gained results of the structural equation modeling indicate that the drawn conceptual model has acceptable fitting. Various factors like students’ awareness of five superior minds, preparation of university environment, creative course contents, are among the influential factors on teaching Five Minds for the Future to the student teachers.