The aim of this multilevel analysis research is to investigate the relationship of perception of teachers’ diagnostic skills, challenging level of the class, quality of teacher’s teaching and positive achievement emotions with math performance in ninth grade students. The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 Male and 500 female) was selected by multi-stage random sampling. Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000), Pakran et al.'s achievement emotions questionnaire (2005) and students' grades of the first semester of math lessons were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method. The results of multilevel analysis showed that variables of level 1 and level 2 were positively predicting math performance of students. The interactions of level 2 variables with the slope of the relationship between positive achievement emotions and math performance were significant. Based on the multilevel analysis in this research, it can be concluded that paying attention to the increase of students' positive achievement emotions and the improvement of class variables will lead to the improvement of students' mathematical performance and their positive attitude towards this lesson.

The purpose of this paper is to identify factors that can influence the marriage interval to first birth. Using the 2000 Iran Demographic and Health Survey (IDHS) and survival analysis in combination with multilevel analysis, this paper examines determine macro and individual level factors associated with risk of first birth. According tofindings, the first birth timing has mostly been affected by individuallevel characteristics such as educational attainment and the age of marriage. The results of multilevel analysis confirm significant variation in risk of first birth within five years of marriage in provincial level. The observed difference between the provinces is not by the accident and it is a function of macro-level variables. However the macro level factors such as total fertility rate, prevalence of contraceptive use and female literacy rate do not explain differentials observed neither at the provincial level, nor individual level.

The aim of the present study was to investigate the relationship between cognitive emotion regulation strategies, perception of teacher's diagnostic skills, the challenging level of the class and the quality of teacher's teaching with achievement emotions in ninth-grade students, using multilevel analysis. The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth-grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 Males and 500 Females) was selected by multi-stage random sampling method. Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000), Garnefski et al.'s Questionnaire of cognitive emotion regulation strategies (2002) and Pakran et al.'s achievement emotions questionnaire (2005) were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method. The results of the multilevel analysis showed that variables of level 1 and level 2 were positively and significantly predicting positive achievement emotions of students. The interactions of level 2 variables with the slope of the relationship between positive strategies of cognitive regulation of emotion and positive achievement emotions were significant. It can be concluded that paying attention to the improvement of students' positive strategies of cognitive regulation of emotions and class variables will lead to the improvement of students' positive achievement emotions and their positive attitude towards the education process.

This research was conducted with the aim of predicting the enjoyment of learning based on class management, challenging level of the class, teacher's diagnostic skills, and cognitive emotion regulation strategies in students, using multilevel analysis. The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 Male and 500 Female) was selected by multi-stage random sampling method. Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Garnefski et al.'s Questionnaire of cognitive emotion regulation strategies (2002) and Pakran et al.'s achievement emotions questionnaire (2005) were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method. The results of multilevel analysis showed that variables of level 1 (positive strategies of cognitive regulation of emotions) and level 2 (average of positive strategies of cognitive regulation of class emotion, class management, challenging level of class and teacher's diagnostic skills) were positively and significantly predicting the enjoyment of learning. The interactions of level 2 variables with the slope of the relationship between positive strategies of cognitive regulation of emotions and the enjoyment of learning were significant. Also, the difference in learning enjoyment among classes and the difference between classes in terms of the slope of the relationship between positive strategies of cognitive regulation of emotions and the enjoyment of learning were significant. In order to increase the enjoyment of learning, it is possible to pay attention to the education and promotion of positive strategies for the cognitive regulation of students' emotions and the quality of classroom variables (class management, the challenging level of the class and the teacher's diagnostic skills).

Validity of the multilevel analyses with a focus on differences in learning theories (with both classis approach toward measurement and new approach toward measurement (IRT)) by means of various data has recently been studied. This study is aimed at determining the level of impact of schools on the scores gained by students involved in advanced TIMSS’s 2008 test. In order to achieve the chief goal of the study, the researchers adopted the data relating to administration of advanced TIMSS’s 2008 physics test, which assesses the course of teaching advanced physics to the high school seniors (pre-university students). The population and sample group of this study comprise the pre-university candidates of mathematics and physics taking advanced TIMSS physics test administered in the academic year 2007-2008. The sample size of Iranian students involved in this measurement equaled 2556 subjects. Results of the analyses generally suggest that firstly multilevel IRT (MLIRT) analyses are more powerful than multilevel true scores (MLTS) analyses in clarifying school differences. Secondly, the level of difference in the schools involved in advanced TIMSS math test reflected in intraclass correlation (ICC) is high in MLIRT analyses. Discussion and First, considering measurement error of each item in analyses within Bayesian framework and by means of Gibbs sampling can remarkably improve the power of multilevel analyses and lead to a significant rise in the ratio of the explicated variance. Second, there is too much educational difference and discrimination among schools which is largely due to school-level variables (such as those relating to teacher or school-related variables).

Multilevel analysis which was primarily introduced to deal with hierarchical data was later applied extensively for research in other fields of science and not only for nested data, but also for repeated measurements or clustered trials. This method of statistical analysis was applied in dental studies in the 1991 for the first time but despite its value for data analysis in dental studies, its application for dental studies remains limited until now. This manuscript reviews the applications of this method in dental studies.

Homework is generally believed to be an important supplement to in-school learning, but research have not yet fully clarified the relationship between homework and achievement. The purpose of this study was to determine the relationship between homework time and mathematics achievement based on TMSS 2011 data at two levels analysis: student and school. This relationship was analyzed among 6029 8Th grade students (2816 girls and 3213 boys) who participated at TIMSS 2011and completed the TIMSS questionnaire. Multilevel analyses found a positive association between homework time at the student level (p

The purpose of this study was to examine graduate studies private rate of return in Iran by using multilevel models. Using latest statistics, applying a multilevel analysis and Mincer earnings function, the effect of university graduate education on employed earnings was investigated. In multilevel analysis method used, major groups activities are considered as second level units. Meanwhile, by measuring the average years of individuals’ unemployment after completing education and adjusting the years after graduation, the estimates of the years of work experience considered to be closer to reality. The most important results of the study showed that the data have a hierarchical structure. In addition, graduate studies have a positive impact on job earnings and the rate of the impact for each additional year of education is 12.3% - a rate that exceeds the opportunity cost of education in developing countries (10%). The study also indicated that the effect of work experience on earnings is 2.6%. This goes beyond the other incentives to enter graduate studies. This result showed the individual's economic justification. Employees earnings with graduate degrees in urban areas was 21.4% more than the same group in rural areas, justifying the migration of labor force with graduate degrees to urban areas. Lastly, the return of each additional year of graduate studies is more than the return of each additional year of higher education

At the same time, changing the traditional economics approach to knowledgeable base, We see a change in the paradigm of traditional human resource management into a new human resource management system called talent management.The purpose of this research is to design a talent management model based on living experiences in Iranian government companies, that Tavanir Co Slected as the case study. The method Research is qualitative and, in particular, Is Grounded Theory (emerging approach) . The statistical population of the research is managers, human resource management and talent specialists of Tavanir Company That Sixteen of them were selected through theoretical sampling. The data gathering tool was a semi-structured interview,That after collection coded and analyzed with Maxqda software version 10. The results of data analysis are a talent management model whose main components are "Estedadkhahe", "Estedadyabe", "Estedadgomary", "Estedaddary" and "Estedadafzaee" and its Outcomes at three levels of individual, organizational and meta organizational. Theorizing simultaneously the positive and negative aspects of talent management along with the multilevel analysis of its Outcomes in the context of Iranian government companies is one of the main innovations of research.

This multilevel analysis research aims to investigate the relationship negative achievement emotions, perception of teachers’ diagnostic skills, challenging level of the class and quality of teacher’s teaching with math performance in ninth-grade students.

The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth-grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 male and 500 female) was selected by multistage random sampling method. Pekran et al.'s achievement emotions questionnaire (2005), Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000) and students' grades of the first semester of math lessons were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method.

The results of the multilevel analysis showed that variables of level 1 (negative achievement emotions) and level 2 (average negative achievement emotions of class) negatively and significantly, and variables of level 2 (perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) positively and significantly, were predicting math performance of students. The interactions of level 2 variables with the slope of the relationship between negative achievement emotions and math performance were significant.

In sum, the results of the multilevel analysis in this research showed that students' math performance is related to the reduction of their negative achievement emotions and average negative achievement emotions of class, and the increase of the perception of teachers’ diagnostic skills, challenging level of class and the quality of the teacher’s teaching.