Since universities in Iran play a significant role in preparing human resources achieve advancing goals ofthe country, evaluating emotional intelligence (self-motivation, self-awareness, self-control, empathy, socialskills) and its role in educational achievement of the s tudents can lead to better planning and providing moreuseful solutions to the higher education sys tem obs tacles. Thus, this research was aimed at:" s tudying the effectof emotional intelligence's dimensions on the educational achievement of Agricultural S tudent's Razi Universityof Kermanshah" in the academic year 2020-2021. For this purpose, a quantitative research method based onthe survey was used. And the s tatis tical population of the s tudy consis ted of 812 undergraduate agriculturals tudents of Razi University of Kermanshah who were selected by s tratified sampling techniques with theproportional allocation and using Cochran formula 180 of them. The main ins trument for data collection wasa s tandard ques tionnaire of emotional intelligence of Siberia Schering (1996), validity of which was evaluatedby experts’ panel, and its reliability using Cronbach’s alpha coefficient and composite reliability index wasanalyzed and confirmed due to the fact that the rate was higher than 0.7 for all the cons tructs. Also, the scale usedin answering the ques tionnaire was based on the Likert scale (s trongly disagree to s trongly agree). S tructuralequation modeling (SEM), as a multivariate technique, and Smart-PLS software was used. According to pathanalysis results, dimensions of emotional intelligence (except empathy) have significant roles in improvingthe educational achievement of agricultural s tudents among agricultural s tudents of the Razi University ofKermanshah. Empirical results showed that the agricultural S tudents' academic achievement depends on theiremotional intelligence level and dimensions, and their emotional intelligence can explain 33% of agriculturalS tudents' educational achievement variance. Research findings offer a new theoretical framework for futuretheory development.

This quasi-experimental study examined the impact of portfolio assessment (PA) on the accuracy and complexity of postgraduate TEFL students’ writing. It was hypothesized that engaging learners in the process of assessing their performance can focus their attention on formal and textual features and thereby promote their writing. 40 intermediate TEFL postgraduate students, selected from a population of 50 taking the “Advanced Writing Course” at Islamic Azad University, Tabriz Branch, participated in the study and were randomly assigned as the control and experimental groups after their homogeneity was assessed based on a Preliminary English Test (PET) and a writing test. Both groups received process-oriented instruction based on the same teaching materials for 12 sessions and underwent a process-oriented teaching approach complemented by interactive feedback, peer-editing, and teacher’s feedback on their writing samples. The experimental group was additionally engaged in weekly PA of their wiring. The paired samples t-test analysis of their writing post-test revealed that the experimental group surpassed the control group and produced more accurate and complex texts. The results accentuate the significance of engaging postgraduate TEFL students not only in the learning process but also in the process of evaluating their own progress over time, and offer pedagogical implications.

In this article, the effect of cultural capital on educational achievement has been studied. For this purpose, 210 female and male high school students(in educational year 995-96) of golestan sity were examined by using survey method.Sampling method was cluster sampling and the method of selection of study unit was simple random sampling. The data gathering technique was a questionnaire, in which, correlation between cultural capital and academic achievement was measured. The research results indicate that: (1) three indicators of cultural capital have a direct and positive impact on student educational achievement; (2) Mother's education is effective on cultural capital more than father's education, and thereby on the educational achievement; (3) the effect of cultural capital varies, depending on family socio-economic status; (4) family structure is effective on cultural capital, and thereby on the educational achievement. The results of research confirm the theory of cultural reproduction, particularly in reading atmosphere, reading habits and participation in the intellectual cultural activities.

This paper aims to investigate the extent and level of family participation in schools of Khorasan Razavi province in 2008 and the factors affecting the amount of family participation. This is a survey with the use of descriptive – explanatory method. Population of this research is the parents of students in Khorasan Razavi province's schools, and sample size is 602. The results indicate that the amount of family participation in schools is low and independent variables can explain 12.6 percent of the variance of the dependent variable. The variables of parent’s economic status, trust in children, and having proper social image of participation have direct relationship with the amount of patents’ participation and the less students like their parents participate in school activities the more parents attend in the school. There is also an indirect relation between parents’ positive experience with school and their participation in schools activities. Today, the family participation in school is not considered as an opportunity for educational advancement. Therefore, the most important strategy to increase parents’ participation in schools is to increase knowledge and skills about participation.

Teachers’ teaching and students’ learning have become highly professional, in this age. Teaching methods need to be responsive to today’s education and learning complexities. The goal of this research was to study the nurturing and instructional effects of self-directed management education model in teaching religious science on students’ self-directed behavior and academic achievement. The amount of students’ self-directed behaviors concerning their ability in learning planning, be independent, accountability, interest, evaluating and critical thinking, creativity, self-arrangement and interaction were studied through semi-experimental research method using pre-test and post-test design with control group. Two ninth grade classes randomly selected as experimental and control group with the size of 29 and 24 in Imam Reza School in Nirugah District in Qom. Fourteen 75 minute sessions were conducted in the classes during eight weeks. The tools for collecting data were a valid questionnaire confirmed through a panel of experts, its construct validity through factor analysis, and its reliability by Cronbach's alpha coefficients. The tool for measuring academic achievement in three areas of knowledge, skill and attitude respectively were teacher paper and pencil test and checklist. The data were analyzed through descriptive statistics (mean and standard deviation) and inferential statistics (Independent T and Covariance). The results indicated the use of self-directed management education model in religious sciences has positive nurturing effect on students’ self-directed skill and their academic achievement. Therefore, the use of self-directed management education model as a new approach in religious education for nurturing students’ self-directed skills and their academic achievement was recommended.

Autism is a complex social-relations type developmental disorder that its main cause is unknown. Complete inability to recognize faces is one of the serious problems in these patients. This study aimed to determine the effect of “Let's Face It” (LFI) educational software in improving face cognitive skills in children with autism. 33 patients with autism, including 17 case in intervention and 16 in control groups, were studied. After obtaining the consent from the parents, the intervention group underwent “Let's Face It” training program for 20 hours and both the groups received the training programs consistent with autistic centers. At the end, both the groups were tested using “Let's Face It” application and the results were compared using t test and analysis of covariances. Most of the studied areas, the expressed emotional states (tap link) (P = 0.003), the identity of the parts (monkey links) (P = 0.003), the immediate memory for faces (zebra link) (P = 0.032), the face-latency mode (rhinoceros link) (P = 0.015) and the size of face (stork link) (P = 0.043) significantly increased in the intervention group. However, Ther was not any significant change in any of the the studied areasin the control group (P > 0.050). According to “Let's Face It” software, only the face-latency mode (rhinoceros link) was significantly higher in the intervention group compared to the control group. This study indicated that the use of educational software such as “Let's Face It” can be effective in education of patients with autism and face recognition; this can lead to improve the treatment of these patients.

Many phenomena have changed and changes is no longer an opportunity for higher education and universities, but it is a necessity. Therefore, the aim of this study was to improve the future competitiveness of Islamic Azad University units.

The research was developmental and applied with a mixed approach. The statistical population and sample in the qualitative section include scientific and academic experts with managerial positions and in the quantitative section include the faculty members of the Islamic Azad University of Tehran. Sampling method was selected in qualitative and quantitative sections as possible and non-probabilistic sampling. The instrument was made from a researcher-made questionnaire and the validity of the research were based on standard, content and construct validity. For structural equation modeling and confirmatory factor analysis, SPSS and LISREL software were used.

The findings showed that universities have problems in all of these indicators and dimensions. The problem is that, in the opinion of the respondents who were professors at the same universities, there is a significant difference in all the indicators and dimensions of the existing performance with the desired performance.

Considering the results of the study, it should be said that the universities of Tehran province have not been able to achieve the desired result and have acted poorly in all dimensions and indicators, and further emphasis should be placed on the indicators of educational advancement.