جستجوی مقالات مرتبط با کلیدواژه "باورهای خود" در نشریات گروه "علوم تربیتی"

Complications caused by individual differences such as interest, motivation, attitude and learning capacity have always been increasing. Many studies have been done on methods of teaching gifted and talented students. Some studies came to the conclusion that gifted learners should be trained in special classes and separated from the general curriculum. What is necessary in this process is to identify gifted students. In many cases, teachers are unable to recognize and identify their gifted students. Related studies about teachers' beliefs show the existence of a relationship between the framework of teachers' beliefs and their teaching methods in the classroom. The impact of teachers' superficial beliefs on their educational performance can be the cause of many problems. Therefore, in order to gain a deeper understanding and insight into teachers' beliefs about gifted students and the educational activities related to them in the classroom, the present research examines and explores this issue.The importance of teachers’ understanding and definition of gifted students lies in the fact that teachers adjust the type of their teaching methods and instructional activities with the educational needs of the learners. Judgement criteria in this regard are ambiguous. The existing vague and imprecise set of beliefs is an important obstacle on the way to recognize the gifted and then to use appropriate instructional activities. In the studies that have sought for the characteristics of gifted students in Iran, attributes such as having a creative thinking style and challenging the norms, mental awareness, high self-efficacy, capacity for self-regulation, ability to solve problems with Proper efficiency, intelligent and skillful use of metacognitive strategies are mentioned as important indicators of giftedness. The fit between the talented students and the learning environment is crucial in order to achieve the optimal level of learning. Teachers have attempted to coordinate instructional activities with goals of the curriculum. They tried to do that through enriching and increasing the content and also by accelerating the process of advancing the curriculum to help talented students in accordance with their special capacities. Despite the lack of research in this field, some other effective activities can be found in the literature as well.The current study was applied in terms of purpose and qualitative in terms of method. The population included junior secondary level teachers working in the cities of Nowshahr, Chalous, and Kelardasht located in the west of Mazandaran province. Purposive sampling was used to select the participants in the research, and as a result, 14 male and female teachers of the seventh to ninth grades from seven different schools were recruited. Their ages ranged from 29 to 46 years with an average of 37, and their teaching experience was between 5 to 21 years with an average of 12.35. The data collection tool in this research was a semi-structured interview. The content of the interview questions was reviewed and approved by five experts in the field of education, who were university faculty members with long experience in research and teacher training. The participants took part in individual and face-to-face interviews. Each interview session lasted nearly an hour on average.For data analysis, all interview sessions were carefully transcribed. Thematic content analysis method wiby using Nvivo 12 software was used to analyze them. For this purpose, both deductive and inductive approaches were followed. To ensure the validity and reliability of the research process, first, a part of the text of the interviews was presented to two experienced researchers as a sample and they were asked to code it. Then their initial codes were compared with the actual codes created in the process of data analysis. The calculated Cohen's kappa coefficient indicated the good quality of the coding process. In the next step, the results of the data analysis of each interviewee were shared with him/her and their approval was received.The thematic content analysis of the conducted interviews, in the section related to the teacher's beliefs about gifted students, led to the emergence of 59 initial codes, 15 categories, and 4 general themes of cognitive ability, metacognitive ability, social skills, and classroom behavior. Also, in the section related to teachers' instructional activities, 47 primary codes, 11 categories, and 3 general themes of teaching methods, assignments and exercises, and teachers’ guiding role were obtained.The findings showed that the participating teachers had a comprehensive understanding of the subject and do not suffer from one-sidedness and limited or stereotyped views. They did not only refer to the cognitive ability and intelligence of the gifted, but also to their learning skills and emotional and social dimensions. From this point of view, the findings of this research are significantly different from the findings of some previous ones. As far as the suitable instructional activities for the gifted are concerned, the educational methods and techniques that were mentioned in the interviews were a combination of the lived experiences and also the ideals of the interviewees. The teachers' beliefs indicated their relative agreement on the necessity of providing challenging content, giving more freedom and authority to gifted learners as well as to their teachers. The respondents also showed special attention to the beneficial role of group activities in enhancing the social skills of gifted learners and further motivating them. Finally, the issue of giving more autonomy and independence to such students alongside providing teachers with more freedom in planning and practice was emphasized tremendously.The findings of this qualitative research study indicate that teachers have an acceptable knowledge and understanding of gifted students and consider their various facets in defining and understanding such learners. In addition, they have diverse and operational thoughts and ideas for teaching and training gifted ones, and if they encounter such students, they will probably have the ability to guide and lead them properly. It is suggested that teachers should be given the opportunity to express their opinions in group and professional meetings, so that they can exchange views about teaching talented students. Also, it is necessary to hold specialized training courses for teachers to familiarize them with gifted students and ways to identify and interact with them. Beside these, it will be useful to compile a set of teaching principles and techniques for the talented performers.

This study examines the relationship between religious beliefs, and teachers' optimism and professional ethics with the mediating role of the concept of God within a causal model framework.

This study is applied in nature and descriptive-correlational in terms of research method. The statistical population included all high school teachers in Behshahr, Iran, during the 2023-2024 academic year, totaling 850 teachers. A stratified sampling method based on gender was used to select 265 participants. Data were collected using standard questionnaires: Kusworo’s Professional Ethics (1998), Scheer & Carver’s Optimism (1994), Najafi’s Religious Beliefs (2006), and Mazaheri et al.'s Concept of God (2005). Data were analyzed using SPSS-28 and PLS3.8 software.

The findings indicated that the total effect coefficient of religious beliefs on teachers’ professional ethics with the mediating role of the concept of God was 0.507, indicating that the mediating role of the concept of God in the relationship between religious beliefs and professional ethics is significant. Additionally, the total effect coefficient of religious beliefs on teachers’ optimism with the mediating role of the concept of God was 0.706, indicating that the mediating role of the concept of God in the relationship between religious beliefs and optimism is also significant. Therefore, at a 95% confidence level, the mediating effect of the concept of God in the relationship between religious beliefs and both professional ethics and optimism can be confirmed.

According to the findings of this study, it can be concluded that by strengthening religious beliefs and fostering a positive concept of God among teachers, their levels of optimism and professional ethics can be improved.

Iranian society and family have undergone many changes during the last half century. Now there is this basic question that behind these changes, what are the values of Iranian parents for their children? This study was done using descriptive phenomenology method. The sample group consisted of 22 mothers with 3- and 4-year-old children living in Tehran. A semi-structured interview was used to collect data. Results showed politely, independence, legality in daily life, individual care, expression Self-expression and cooperation are most parental values among middle class Iranian mothers. The findings of this study can be seen as the product of the a) some characteristics of preschool children such as insufficient development of self control, b) some cultural traditions of Iranian society such as tendency to be honorable, c) some demographic characteristics of the sample groups such as their gender and level of education, and d) some social changes in recent years such as child-centered. An important key is that these finding are not interpreted as weakening the traditional values in the contemporary Iranian family, but it mean the continuation of the same values but as new format.

The present research is aimed at investigating the consequences of selection and appointment methods of school principals on their performance in Karkheh city. This research is an explanatory combination. In the quantitative part, a researcher-made questionnaire with face validity and Cronbach's alpha coefficient of 0.97 was used.  According to Morgan table, the sample size was 132 persons, and to get more accurate results, the questionnaire was distributed among 186 teachers. In the qualitative section the interviews with 18 selected executives and principals based on the selection and appointment methods were continued until theoretical saturation was reached.  One-sample T-test was used to analyze quantitative data. In the qualitative part, open and axial coding was used. In the quantitative part, the average performance of principals was determined in four aspects including guiding teachers to improve their efficiency and effectiveness, creating a calm and intimate environment, providing the necessary facilities and equipment, and strengthening religious beliefs among above average students and establishing constructive relationship between the school and below average community.  In the qualitative part, after collecting data and then open and axial coding, the weaknesses of the selection and appointment method were identified in 3 main factors including "criteria", "execution", and "skills”. The results of the quantitative analysis showed that the performance of principals who were selected based on the selection and appointment method was satisfactory.  Also, the weaknesses of the selection and appointment method were determined by the qualitative results of the research. Through overcoming those weaknesses, proper selection of the principals will improve.

The purpose of this research was to investigate the relationship between metacognitive beliefs and cognitive regulation of emotion and self-expression in high school female students of Kohnani city.

The method of this study was correlational. The statistical population of this research consisted of all the female students of the first secondary level of the city of Kohnani who were studying in the academic year 2019-2019. Among the statistical population, 105 students were selected by random sampling from girls' secondary schools. In order to collect research data from Wells and Cartwright Hutton's Metacognition Questionnaire (2004), Garnevsky et al.'s Cognitive Emotional Regulation Questionnaire (2001) and Gambrill and Ritchie's Self-Expression Questionnaire (1975) whose reliability level is 76.76 respectively. , 82/. and 78/. It is used. In this research, descriptive statistics and inferential statistics of regression analysis were used to analyze the data.

The results of the analysis of research hypotheses showed that there is a significant positive relationship between metacognitive beliefs and cognitive regulation of emotion and self-expression. In other words, the existence of metacognitive beliefs is associated with an increase in the cognitive regulation of emotion and self-expression in students.

According to the results of this research, it can be said that metacognitive beliefs as an important psychological variable have a significant relationship with the degree of cognitive regulation of emotion and self-expression in students, and this relationship makes the students adapt as much as possible in different environments. school and family.

This research was conducted with the aim of investigating the effectiveness of metacognitive strategies on self-efficacy and motivational beliefs in students with learning disabilities.

The method of this research is semi-experimental and pre-test and post-test with control and follow-up groups. The research population includes all students with learning disabilities in the sixth grade in primary schools in Tehran in 1401-1402, and 30 of them were selected by random sampling. According to the sample size, 15 people were randomly assigned to the experimental group and 15 people to the control group. The self-efficacy scale of Duncan and McKeechie (2005) and the motivational beliefs questionnaire of Pintridge and DeGroot (1990) were used to collect data. Metacognitive strategy training was provided for 8 sessions in two months. Analysis of variance with repeated measurements was used to analyze the data.

The results of analysis of variance with repeated measurements showed that teaching metacognitive strategies has created a significant increase in self-efficacy (P<0.01) and motivational beliefs (P<0.01) of students with learning disabilities and these results It remained stable in the two-month follow-up (P<0.05).

According to the results of this research, it can be concluded that metacognitive strategies are a very effective training in increasing self-efficacy and motivational beliefs of students with learning disabilities, and all trainers and teachers can benefit from it. These results have important implications in the field of education and counseling services for such students as an important part of the learning process.

The aim of the current research is to analyze the effect of economics education on financial literacy and decision-making of students with the moderating role of the socio-economic status of the family. In terms of practical purpose, the research is based on structural equation modeling according to the method of descriptive-correlation data collection. The statistical population studied is students studying in Urmia University in two faculties of Economics and Management and Literature and Human Sciences in the academic year of 2021-22 in the number of 1632 people, of which 313 people were selected by stratified random sampling method. Data collection was done using questionnaires of risk-taking, social norms, probabilistic thinking, financial literacy and socio-economic status of the family, and to analyze the data, firstly, the indicators of the research variables were analyzed using the analysis method. Multiple correspondence was calculated with XLSTAT 2019 software and then the desired model was estimated using generalized structural equation modeling with Stata 17 software. The findings indicate that economics education has a positive and significant effect on students' financial literacy and decision-making, and economics education through financial literacy has a significant effect on students' risk preferences, social preferences and probabilistic beliefs, and the moderating role of socio-economic status in relation to education. Economics and financial literacy were approved. The results of the present research support the effectiveness of policies promoting general and specific economics education and emphasize the distributive and egalitarian nature of such policies.

The purpose of the present research is to study the effect of religious beliefs on female students’ resilience in the 1st grade of high school in district 1 of Shiraz. The research method was descriptive correlation. The statistical population of the research consisted of all 9200 female students in the 1st grade of high school in the district 1 of Shiraz in 2022-2023 among whom 360 students were chosen by random cluster sampling. Data collection instruments in this research were Glock & Stark Religious Beliefs Scale (2003) and Samuels Resilience Scale (2004). Their validity and reliability were calculated and confirmed by object analysis and Cronbach’s alpha respectively. For data analysis, descriptive statistics (average and standard deviation) and inferential statistics (Pearson correlation coefficient and regression analysis) were used. The results indicated that there is a significantly positive relation between religious beliefs and resilience. Moreover, religious beliefs are considered as a significant predictor for students’ resilience as their religiosity predicted 36% of their resilience variation. Besides, theological, emotional, consequential, and ritual aspects determine 36.5% of their resilience variation. The beta level of theological, emotional, consequential, and ritual aspects is significant and can positively predict the students’ resilience. Therefore, it can be concluded that religion and religious instruction have a noticeable role in increasing the students’ resilience and creating calmness and security for them. In this regard, enforcement of religious attractions by holding educational, religious, and cultural programs to improve students’ religious attitude is suggested.

This study was conducted with the aim of predicting students’ psychological wellbeing and emotion regulation based on religious beliefs and lifestyle. The research design was correlational. A total of 368 students (193 girls and 175 boys) in the secondary school in the school year 2022-2023 were selected through cluster sampling, and responded to the Psychological Wellbeing Questionnaire, Emotion Regulation Questionnaire, and Religious Belief Questionnaire. The data analysis was conducted with Pearson correlation coefficient using SPSS Version 22. The results show that religious beliefs predict psychological wellbeing and emotion regulation and the relation between them is statistically positive and significant, which means students with stronger religious beliefs were more capable of dealing with negative life events, and their happiness, self-esteem, emotion control, and life satisfaction were significantly different. Religious belief contributes to the formation of a sense of belonging to a transcendent source of protection which imparts a permanent and special meaning to the individual’s behavior, thereby moving the individual’s lifestyle towards the fulfillment of a great meaning.

Grit, a non-cognitive factor, plays an influential role in students’ academic achievement. It has two components: consistency of interest and perseverance of effort. Grit has been shown to be a stronger predictor of academic success among students compared to their exam scores and Grade Point Average (GPA), as it has a closer relationship with success criteria than intelligence (Duckworth et al., 2007). Therefore, investigating the factors contributing to students’ academic grit is essential. One important factor affecting students’ academic grit could be their implicit intelligence beliefs. These beliefs are key determinants of students’ emotional experiences in achievement situations and could affect their interpretations of their performance (Dweck & Molden, 2017). According to Dweck (2006), there are two major types of intelligence beliefs: entity and incremental. Individuals with entity beliefs think that they have a certain amount of innate talent and intelligence, which cannot be changed or improved. Conversely, those with incremental beliefs consider their skills and abilities as malleable and believe they can be improved through practice and effort (Sigmundsson, 2021). Incremental intelligence beliefs provide individuals with a framework for interpreting effort and practice. More specifically, individuals endorsing these beliefs value hard work and effort and consider failures and mistakes as opportunities for learning and growth, rather than signs of incompetence (Molden & Dweck, 2006). These individuals are not concerned about others' judgments and devote considerable time and effort to their learning processes. Earlier findings indicate a moderate relationship between intelligence beliefs and grit among students (Duckworth & Eskreis-Winkler, 2015). We hypothesize that enhancing incremental intelligence beliefs may result in increased effort among students, influencing their academic success (Kaya and Karakoc, 2022). Moreover, it is important to examine the underlying mechanism linking intelligence beliefs to academic grit. Identifying the mediating factors in this relationship could have theoretical implications and help design effective interventions for promoting students’ academic grit. Given previous research highlighting the role of motivation in grit (Karlen et al., 2019), we suggest that motivation could mediate the relationship between incremental beliefs and academic grit. This study examines the mediating role of students’ academic motivation in the association between their intelligence beliefs and academic grit.

This study employs a descriptive and correlational design. The sample comprised 380 undergraduate and postgraduate students from the University of Kashan, selected via multi-stage cluster sampling during the 2021-2022 academic year. Data were collected using Clark and Maleki’s (2019) Academic Grit Scale, Fattah and Yates’ (2006) Implicit Theories of Intelligence Scale, and Lepper’s (2005) Academic Motivation Scale. After the exclusion of incomplete questionnaires and outliers, the data from 360 students (257 females and 103 males) were subjected to Structural Equation Modelling (SEM) analysis using AMOS (Version 22) and SPSS (Version 22).

The results indicated a positive and significant relationship between incremental intelligence beliefs and academic grit, while no significant association was found between entity intelligence beliefs and academic grit. Incremental intelligence beliefs were significantly and positively associated with intrinsic motivation, but not with extrinsic motivation. Similarly, intrinsic motivation, but not extrinsic motivation, had a direct and significant association with academic grit. Consequently, entity beliefs about intelligence and intrinsic academic motivation were excluded from the structural model. The model fit indices suggested that the proposed model was adequately fitted (χ2/df = 1.83, GFI=.95, CFI=.97, TLI=.96, NFI=.94, RMSEA=.048). GFI, CFI, TLI, and NFI values greater than .90 and .95 are considered acceptable and very good, respectively. As for RMSEA, values below .08 are considered acceptable. The results indicated that incremental intelligence beliefs were positively and directly related to academic grit (β=.58, p<.01) and intrinsic academic motivation (β=.49, p<.01). Furthermore, intrinsic academic motivation was positively associated with academic grit (β=.39, p<.01). Additionally, incremental intelligence beliefs were indirectly related to academic grit through intrinsic academic motivation (β=.19, p<.01).

The findings demonstrated that students’ incremental intelligence beliefs could predict their academic grit, aligning with previous studies that underscored the role of intelligence beliefs in students’ academic grit (e.g., Frontini et al., 2021; Karlen et al., 2019; Kannangara et al., 2018; Kim, 2020; Park et al., 2020; Sigmundsson, 2021). Students who believe in the malleability and improvability of their intelligence exert more effort and show greater perseverance in achieving their goals, while those with entity beliefs, who view their competence and skills as unchangeable, do not persevere in achieving their goals (Sigmundsson, 2021). In essence, students who subscribe to incremental beliefs about their intelligence and skills are optimistic and hopeful, which motivates them to exert more effort and sustain their interest. Moreover, the findings revealed that intrinsic academic motivation could predict academic grit and mediate the relationship between incremental intelligence beliefs and academic grit. In other words, students who hold incremental beliefs about their intelligence have higher intrinsic motivation, which results in higher levels of academic grit. This finding is consistent with previous research indicating the link between intelligence beliefs and motivation (Betsy, 2018; Rhew et al., 2018; Xu et al., 2021) and the positive association between motivation and academic grit (Bagheri Sheykhangafshe et al., 2020; Chen et al., 2021; Gyamfi and Lai, 2020; Karlen et al., 2019; Zhao et al., 2018). When students have incremental beliefs about their intelligence, they have a more positive and optimistic view of their talents and skills, which enhances their motivation and makes them exert more effort and show more interest in their studies. Zhao et al. (2018) found that students endorsing incremental intelligence beliefs are more inclined to have intrinsic motivation and show interest and perseverance in their learning. Given that this study is correlational, caution should be exercised in inferring cause-and-effect relationships. Moreover, care should be taken when generalizing the findings to other universities or educational levels (e.g., high school). Future research could adopt an experimental design to investigate the role of intelligence beliefs in academic grit and the possible underlying mechanisms. Additionally, further research could explore the relationships in the proposed model in different domains (e.g., mathematics) and cultural contexts.

This study was conducted to investigate the role of behavioral beliefs, normative beliefs, and autonomy in predicting the constructs of the technology acceptance model. The research method was correlational and 200 teachers were selected from among 410 middle school teachers of the second high school of Rafsanjan city using the accessible sampling method. To measure the constructs of the technology acceptance model from the components of studies by Gardner and Amoroso (2004), Klopping and McKinney (2004), Bas et al. (2016), and behavioral beliefs by Holden and Karsh (2010); normative beliefs by Iyigun et al. (2016) autonomy by Firat (2016) were used. Pearson's correlation coefficient and path analysis were used for analysis. The results showed the direct effect of behavioral intention and normative beliefs on the actual use of technology; the direct effect of perceived usefulness and behavioral beliefs on behavioral intention; The direct effect of perceived usefulness, behavioral beliefs, and autonomy on the attitude towards the use of technology; the direct effect of perceived ease and behavioral beliefs on perceived usefulness; The direct effect of normative, behavioral and autonomy on teachers' perceived ease and usefulness in teaching was positive and significant. The simple mediation results also showed that behavioral intention has a positive and significant mediating role between behavioral beliefs and actual use and between perceived usefulness and actual use; Perceived ease has a positive and significant mediating role between behavioral beliefs and perceived usefulness, between normative beliefs and perceived usefulness, and between autonomy and perceived usefulness. Therefore, the results of the teacher's beliefs and autonomy play an important role in the acceptance of technology, especially in the ease and usefulness of understanding technology in teaching teachers.

This research was conducted with the aim of evaluating the effectiveness of academic motivation training with an Islamic approach on motivational beliefs and learning strategies among sixth grade male students. Sixty students from  grade six of one of the elementary schools were selected through convenient sampling, and after random assignment of the samples, they were replaced in two groups of 30 people. All the subjects in the groups responded to a self-regulated learning strategies questionnaire (Pintrich & de Groot, 1990) before and after the intervention for the experimental group while the control group did not receive any intervention. Data analysis using multivariate analysis of covariance test showed that there is a significant difference between the control group and experimental group on the pretest and post-test learning strategies and motivational beliefs with pre-test control at the 0.05 level. However, the results of data analysis related to the effect of academic motivation training with an Islamic approach on learning strategies, showed no significant difference between the experimental and control groups in the post-test with the pre-test control. But in relation to the effect of educational motivation training with Islamic approach on motivational beliefs, it shows that there is a significant difference between the experimental and control groups in the post-test of motivational beliefs with the pre-test control. Therefore, the hypothesis of the effect of academic motivation training with an Islamic approach on motivational beliefs was confirmed as the training caused the anxiety of the experimental group students to decrease significantly compared to the control group, which ultimately increased motivational beliefs such as "self-efficacy, goal orientation, internal valuation and test anxiety" .

academic adjustment plays an important role in the academic achievement and general intercultural experiences of students. The purpose of this study was to determine the role of sense of coherence and hope beliefs in predicting students' academic adjustment.

This study was correlational. The statistical population of this study consisted of all second-grade male secondary school students of Farsan, who were studying in the year 2018. Of this sample population, 120 people were selected and responded to questionnaires of academic adjustment, sense of cohesion and hope Beliefs. Data were analyzed by descriptive statistics, Pearson correlation coefficient and multiple regression.

The results of correlation coefficient showed that the academic adjustment was related positively to agency thinking, pathway thinking and total score of sense of coherence and the components of Comprehensibility and Manageability. The results of regression analysis also showed that variables of sense of coherence and hope beliefs predict about 17 Percent of the variance of academic adjustment in their students.

The results show that hope beliefs and sense of coherence are among the variables related academic adjustment in students, which should be presented in educational programs with ways to increase sense of those.

the purpose of this research is to the investigating the role intelligence beliefs on academic self-efficacy and academic vitality of students in kerman. The study population in this study were all male and female first year of elementary school students in kerman. In the school year. They were 2022-2023.

The sample size was selected using stratified random sampling. In this method, statistical population of the research divided into different classes and a random sample is selected according to the number of people in the population. The population was 1783 people and 315 students were selected as a sample. The Krejcie & Morgan table was used to determine the sample size. The measurement tools included three intelligence belief questionnaires, babaei (1998), Students' Academic Self-Efficacy Questionnaire and Hossein Chari and Dehghanizadeh's academic vitality scale (2012). Pearson correlation coefficient, regression and independent t-test were used to analyze the data.

The findings showed that there is a positive and significant relationship between belief in incremental intelligence and effort components and the context of academic self-efficacy. Intrinsic intelligence has a positive and significant relationship with the component of academic self-efficacy talent. Increased intelligence has a negative and significant relationship with academic vitality. Based on regression analysis, increasing IQ can predict academic self-efficacy and academic vitality. There is also a difference between the intelligence beliefs of male and female students. As a result, when students look at intelligence as a flexible and scalable one, they seek to increase academic skills and develop learning and the mental value of activities.

When students see intelligence as a flexible and expandable construct, they aim to increase academic skills and develop learning And the mental value of academic activities and efforts to improve their ability has increased and they go more towards the goals that require more mastery And according to the results of the research, they enjoy challenging academic tasks and activities, and the spirit of hope and success increases in them, and the ground for the formation of dynamic and active learning patterns such as self-directed learning is provided.

The purpose of the present research is to identify theological-moral harms resulting from digital lifestyle. It is a qualitative study conducted by semi-structured interviews with a sample consisting of 10 university and seminary professors, counselors and judges in a family court, as well as 20 members of families suffering from digital lifestyle who had referred to a family court. The results showed that access to immoral information, not pursuing theological and moral issues related to children, lack of communication between parents and children, doubt in religious beliefs, and uncertainty in following religious rules lead to some harms such as identity crisis, decline of religious beliefs, social isolation, and weakness of religious, moral, and national values. Comparison between interview results with experts and families revealed that some new aspects of theological and moral harms as a result of digital life style are being created in families and their children which can be summarized as follows: theological-moral consequences from the view of experts: spreading fake and unreal content, teaching unethical concepts and giving inappropriate information, lack of attention to moral issues, new life style, changing the belief and mentality of teenagers, lack of a comprehensive cultural plans; moral and social harms from the view of families: identity crisis, decline of religious beliefs and norms, addiction to cyber space, and social isolation.

The aim of the present research is investigating the relationship between the three components of motivational beliefs (self-efficacy, internal valuation and test anxiety) and family performance with academic procrastination in second year high school students of Borkhar region. The design of the research is descriptive-correlation. The statistical population includes all includes all the male and female secondary school students of Borkhar region, who studied in the academic year of 1401-402. From this population, 384 people were selected by multi-stage cluster sampling method. Then the questionnaires of motivational strategies, measuring family performance and academic procrastination were implemented on them as a group. The findings of the research were analyzed using Pearson's correlation coefficient, independent t-test and regression analysis. The results of regression analysis showed that motivational beliefs and family performance can predict academic procrastination in students. Also, the results of this research showed that the components of self-efficacy (r = -0.20) and internal valuation (r = -0.18) have a negative and significant relationship with students' academic procrastination; While the relationship between the anxiety component and academic procrastination is not significant (p = 0.14). The relationship between family performance and academic procrastination (r = 0.20) in students was also significant (p < 0.01). According to these results, the three components of motivational beliefs and family performance play an important role in the academic procrastination of second course high school students.

The aim of this study was to explain the mediating role of self-directed learning in the relationship between metacognitive beliefs and academic procrastination of high school students. The research method was descriptive-correlational and the statistical population was all 6100 high school students in Miandoab, of which 361 were selected using cluster sampling using Morgan table. Data collection tools were standardized questionnaires of metacognitive beliefs of Wales et al., Gagilmino self-directed learning, and Solomon and Rodoblum. Validity (content and structure) and reliability (Cronbach's alpha coefficient) of the questionnaires indicated that the measuring instruments had good validity and reliability. The results of testing the hypotheses by SPSS and PLS software and using correlation tests and structural equation modeling showed that Self-directed learning plays a significant role in the relationship between metacognitive beliefs and academic procrastination (p<0.01) and the relationship between the three components of positive beliefs about worry (p<0.05), cognitive confidence (p<0.05) and cognitive self-awareness. (p<0.01) with academic procrastination and with the mediating role of self-directed learning is negative and significant. Self-leadership is positive and significant (p<0.01). Finally, the results showed that self-leadership learning has a negative and significant relationship with academic procrastination (p< 0.01). Finally, the results showed that self-directed learning has a negative and significant relationship with academic procrastination (p< 0.01). Therefore, by strengthening positive metacognitive beliefs in students and, consequently, increasing self-directed learning, it is possible to reduce academic procrastination in them.

The present study was done with the aim of presenting a causal model of the religious beliefs performance and educational citizenship behaviours with regard to the mediating role of academic ethics. The research method was descriptive-correlational and the statistical population of the study included all upper secondary girl students in khorramabad city to 9981 students, of which 240 were selected based on stratified random sampling method. To collect the required data from academic ethics hosseini nezad et al (2016), educational citizenship behaviours golparvar (2009) and religious beliefs performance golzarei (2002) was used. Data analysis was performed by the SPSS-22, and AMOS-24 software. The results showed that religious beliefs performance has a direct effect on educational citizenship behaviours and an indirect effect on educational citizenship behaviours through academic ethics. In addition, academic ethics had a direct effect on educational citizenship behaviours. In order to obtain specific examples of ethics in educational environments, we need to follow religious beliefs, which can explain moral orders in a specific case with specific limits, conditions, and accessories.

The main purpose of the present study was to predict academic dishonesty based on intelligence beliefs and stress of academic expectations in the second secondary level students of Mashhad, Murgab city. This applied research is of the correlation type. The statistical population of this research is all the students of the second secondary level in Mashhad, Marghab, in the academic year 1402-1401, of which 260 people were selected randomly as a sample according to Morgan's table. Data collection tools including the academic dishonesty scale of McCobe and Trevino (1996), Babaei Intelligence Beliefs Questionnaire (1997) and Ang and Hwan's Educational Expectations Stress Questionnaire (Ang and Hwan, 2006) were used. The validity of the questionnaire was confirmed by face validity and the reliability of the questionnaire was confirmed by Cronbach's alpha using SPSS-18 software. Pearson correlation coefficient of multivariate regression was used for statistical analysis. The results of the research hypotheses also showed that the prediction of academic dishonesty is based on intelligence beliefs and the stress of academic expectations in the second secondary level students of Mashhad, Marghab. The prediction of academic dishonesty is based on the components of intelligence beliefs (incremental and intrinsic) in the second secondary level students of Mashhad, Marghab. However, the prediction of academic dishonesty is not based on the stress of academic expectations (stress caused by parents/teachers' expectations and stress caused by personal expectations from oneself) in the second secondary level students of Mashhad, Marghab.