نشریه آموزش و ارزشیابی
پیاپی 9 (بهار 1389)

The purpose of this study was the investigation of Relationship between identity styles with motivation factors and success feeling in the elite teenager male karate players.
Statistic Population of this research was include of 310 elite teenager male karate players that participated national championship competitions 2008 in Iran. 176 karate players were selected as sample with Morghan- Carjci table and simple random sampling method.
Identity styles were measured by ISI-6G test (White et al., 1998), and motivation factors were measured by SMS-6 questionnaire (Mallet et al., 2007), and success feeling was measured by Raudseep (1984) test. Questionnaires were used as research tools after measuring its Validity and Reliability (in order: .74, .71, .72).
The result of research showed that the high mean scores were in identity styles, informative style; the high mean scores in success feeling, idealist; and the high mean scores in motivational factors , intrinsic motivation were considered.
There was significant relationship between identity styles with all of motivation factors and feeling of success as follows, Also there was significant relationship between informative identity style with all of motivation factors and success feeling and relationship between normative identity style with intrinsic motivation factor and success feeling was significant.
In other hand there was significant relationship between diffuse- avoidant identity style with amotivation factor.
Totally, in selecting of elite karate players we should prefer informative identity style with high rank of success feeling and in persuading we should used from intrinsic motivation factor.

This research was Conducted for determination of relationship between Psychologicd empowerment with urumiye ś theacher ś organizational Commitment by using of descriptive-relation method. The Sample was 241 person whom Selected by randomly stratified sampling. The instruments are included of psychological. Empowerment questionnaire and organizational commitment. The results showed there is positive and meaningful relationship between psychological empowerment and sutests of psychological dimension (Competance, Impact, Meaning Fullness and trust) with organizational commitment. The average of teacher psychological empowerment is66/12 and the average of organizational commitment is 27/05. It could be saied attention to Teacher ś psychological empowerment would be effective in organizational commitment.

The present study determines the relationship between emotional intelligence and depression anxiety and among female students in grades two and three of high school in Meskhinshahr in the school year
(1388-89). The research is a kind of descriptive as well as correlative. The subjects for the study were 270 students, that were selected through random sampling. In order to obtain data, the study employed questionnaires including: Bar-on emotional intelligence C.A.P.S questionnaire of depression andbeck's anxiety questionnaire and among kids adolescents.
The tow statistical methods (pearson's correlation and concurrent regression) were used to the analysis of data and SPSS for windows was employed to perform statistical calculations. The results of data analysis showed that there is a negatively significant relationship between emotional intelligence depressionand. anxity zAmong subcomponents of emotion intelligence except for three subcomponents including problem solving flexibility and responsibility other components statistically for the p

The present article has been conducted to investigate the relationship between emotional intelligence and social skills with the educational progress of the second- grade high school students. This research is of corrlation one, thus database was drawn from 385 male and female students, randomly, who were studing at the second grade in Tabriz, 2009-2010. The data was collected from two standardized question naires: emotional intelligence questionnaire constructed by shut et al (1998) and social skills measure of Watson (1983). The educational progresses of the students were calculated by their average scores. The data was put into analysis by Pearson Correlation Coefficient and Linear Regression. The obtained results revealed that there was a direct meaningful correlation between the emotional intelligence and educational progress; however there was no meaningful correlation between social skills and educational progress. Ultimately, the results of Regression analysis revealed that in order to define the shares of emotional intelligence and social skills in predicting the educational progress, emotional intelligence has the utmost impact on the educational progress of the students.

The current study aims to Surveying the awareness Level of elementary teachers on educational principles in order to providing a good pattern for promoting their awareness Level on education principles in kurdestan Province .The research method employed in this study in field research and the statistical population includes all the teachers who have been teaching in the elementary schools of the Kurdistan province in the academic year of 2009 – 2010. The statistical sample consists of 370 teachers who have been collected through multi-stage and random clustering sampling. In the current study, the data are collected through a questionnaire (comprised of 40 four-choice questions). The data are analyzed at two levels: descriptive level (by frequency distribution tables, frequency percentage, mean, etc.) and analytical level (through q-square, Z and T tests).The most prominent findings of the research indicate that the level of elementary school teacher's cognizance of educational principles is lower than average and there is no meaningful difference between the scores in terms of gender variable, but a meaningful difference is observed between the scores in terms of academic degree, service record and major of study.

The purpose of the present study was to investigate the relationship between epistemological beliefs and attitude to help-seeking behaviors with academic achievement. The statistical population of this research consists of all female high school students of Tabriz city in the educational years 2008- 2009. For this 382 students were selected as statistical samples through the random multi-stage cluster sampling method. The Questionnaires of epistemological beliefs (schommer, 1990) and help-seeking behaviors (gadampour and sarmad, 2003) were completed by these students. In this research, cumulative point’s average was used as dependent variable and the multiple regression analysis
and Pierson correlation was carried out to analyze data. The results showed that: (1) Academic achievement has a negative and significant correlation with simple/absolute knowledge and fast/fixed learning epistemological beliefs and Avoidance of help-seeking, but it has a positive and meaningful correlation with Adaptive help-seeking.
(2) Adaptive help-seeking has a negative and significant correlation with simple/absolute knowledge epistemological belief and Avoidance of help-seeking, but it has a positive and meaningful correlation with simple/absolute knowledge.
(3) Fast/fixed learning epistemological belief were the best predictor of student academic achievement, and simple/absolute knowledge and Adaptive help-seeking ranked thereafter.

In order to comparison of work stress & subjective well being between Islamic Azad University & governmental university staffs,300 staffs of Fars province universities selected by random sampling procedure & completed work stress questionnaire of university staffs & PANAS subjective well being. Data analyzed by t-test & analyze of variance. Results indicated that there are significant differences between groups in work stress scores in favor of Islamic Azad University staffs in sub scales such as current rules, role confusion, relationship with students & financial –welfare. Also Islamic Azad University staffs reported more negative affect & lower life satisfaction. It is necessary that heads of universities will be design evaluating programs for continues evaluation of work stress & work satisfaction & related variables in Islamic Azad University staffs.

The purpose of this study was to determine simple and multiple relationships between leadership styles and emotional intelligence component in the Heads of Departments at University of Mohaghegh Ardabili. The Statistical population involved all the academic staff members and Heads of the Departments at the university (N=118). Based on the nature of subject and research questions, correlational method was thought to best serve the purpose of the present study. To collect the data, the Shutte et al Emotional Intelligence Scale (EIS) and Bass and Avolio Multifactor Leadership Style Questionnaire (MLQ form 5X) were used. The Results indicated that only transactional and transformational leadership can predicate the leadership outcomes (i.e. extra effort, satisfaction, and effectiveness. Other variables (i.e. Laissez faire Leadership Style and emotional intelligence) can not predicated the outcomes of leadership.