امید شکری

The necessity of rethinking the issue of teachers' professional identity and transitioning from their exclusive preoccupations with professional learning concerns has caused educational researchers to ideas such as the inspirational teacher, the positive teacher, and the compassionate teacher. Accordingly, researchers in this study prioritized the development of a conceptual model of a "safe teacher" with the aim of trying to help deepen the content of the puzzle of professional transformation in teachers In this study, the researchers, using purposive sampling and semi-structured interviews with 29 elementary and middle school teachers, counselors, and principals in Tehran in the academic year 2021-2022, collected data and analyzed the participants' responses using a grounded theory approach with an open, selective, and axial coding process. In this study, four criteria proposed by Guba and Lincoln were used to assess the quality of the grounded theory.The results of different stages of coding included 54 sub-categories and 21 main categories, which were organized in the form of antecedent factors, core phenomena, intervening factors, contextual factors, strategies, and subsequent factors. The findings of this study showed that the responsible participation of teachers in professional development will inevitably lead to a qualitative transformation in the meaning of the students' academic life. Therefore, the systematic pursuit of understanding the professional identity of teachers with the help of innovative proposals such as the idea of the safe teacher will undoubtedly deepen our understanding of the determinants of the academic identity of learners as citizens of the third millennium AD.

The purpose of the present study was to compare the effectiveness of Cognitive-Behavioral Therapy and Metacognitive Therapy on aggression and emotional expression in patients with obsessive-compulsive disorder. The research method was quasi-experimental with a pre-test, post-test, and follow-up design with a control group. The research sample consisted of 45 patients with obsessive-compulsive disorder that were divided into three groups: cognitive behavioral therapy, metacognitive therapy, and a control group. For the first experimental group, Cognitive-Behavioral Therapy was implemented and for the second experimental group, Metacognitive Therapy was applied, and the control group did not receive any intervention during the research. The Aggression Questionnaire (AQ, Buus & Perry, 1992) and Emotional Expression Questionnaire (EEQ, King & Emmons, 1990) were used to collect data. The results of variance with repeated measures showed that Cognitive-Behavioral Therapy and Metacognitive Therapy were effective in reducing aggression and improving emotional expression in patients with obsessive-compulsive disorder. (p<0.05). Based on the findings, the use of Cognitive-Behavioral Therapy and Metacognitive Therapy is recommended to reduce aggression and improve emotional expression in patients with obsessive-compulsive disorder.

This study tested the moderating role of social support from family sources in the relationship between strength-based parenting and self-harming academic behaviors in adolescents. In this correlational study, the statistical population consisted of senior high school students in District 11 of Tehran during the 2022-2023 academic year. A sample of 230 adolescents aged 16 to 18 (with a mean age of 17.10 and a standard deviation of 0.59) was selected through convenience sampling. Participants completed the Strength-Based Parenting Scale (Jack et al., 2018), the Multidimensional Scale of Perceived Social Support (Zimet et al., 1988), and the Academic Health Inhibitors Behaviors Questionnaire (Salehzadeh et al., 2017). Data were analyzed using Pearson correlation and hierarchical regression analysis through SPSS software. The results of the hierarchical regression analysis, emphasizing the statistical significance of the interactive effect of strength-based parenting and social support from family sources, supported the model of the buffering hypothesis of stress. This indicates a moderating role of social support in the relationship between strength-based parenting and self-harming academic behaviors, including learned helplessness, help-seeking avoidance, academic procrastination, effort avoidance, and maladaptive perfectionism. The study provided evidence for the causal moderating model of social support from family sources in the relationship between strength-based parenting and self-harming academic behaviors, highlighting the importance of understanding the functional characteristics of the parenting context in predicting self-harming academic behaviors in learners through informational backgrounds and supportive experiences in the parent-adolescent relationship.

Emotional and social skills are of particular importance for teachers, to the extent that they can be said to influence their other capabilities as well. If a teacher is unable to control and manage their negative emotions or establish positive and constructive interactions with their students, their professional or technical capabilities may become less relevant. Psychologists and educational specialists posit that motivational and emotional skills are among the primary factors influencing psychological abilities. They assert that teachers with higher levels of emotional regulation and motivation demonstrate significantly greater success in student interactions.Therefore, the aim of the present study was to represent teachers' perceptions and lived experiences regarding factors affecting their emotional and social competences in 2022-2023 academic year. This study employed a qualitative approach using a descriptive-phenomenological method.Research Question: The main research question of this study is: Based on the perceptions and lived experiences of teachers, what factors influence their emotional and social skills?

The current study is a qualitative investigation conducted to understand and identify factors affecting emotional and social skills from teachers' perspectives in the 2022-2023 academic year. The research population comprised all first-year high school teachers in Yazd city, from which 24 teachers (16 women & 8 men) were selected using purposeful sampling and interviewed. Participation criteria included sufficient knowledge and familiarity with the study subject. Four preliminary interviews were conducted to refine the questions before the main interviewing process. Researchers conducted interviews in school offices, lasting 40 to 60 minutes per teacher. Data collection employed semi-structured interviews, chosen for their flexibility and depth of information. Given the study's aim to understand teachers' lived experiences regarding factors affecting their emotional and social competences, a phenomenological method was adopted.

The text of each interview was analyzed word by word, line by line, and sentence by sentence to generate codes. Initially, approximately 55 codes were extracted. In the subsequent step, similar codes were grouped together, resulting in ten themes. The final analysis of the conducted interviews yielded 10 themes and 32 sub-themes. From the analysis of the obtained data, ten main themes were extracted: emotional intelligence, job attitude, psychological capital, school principal's qualifications, family conditions, educational policy process, issues within the educational organization, perception of injustice, individual-related limitations, and learner-related limitations. Sub-themes were categorized under each of these main themes.

Overall, the results of the present study indicate that participants recognize various factors affecting teachers' emotional and social competencies. This suggests that each teacher faces multiple and distinct challenges in their educational and professional activities. Neglecting to address these challenges can negatively impact their emotional and social competencies and, in the near future, pose significant risks to the educational system and, consequently, to the dynamism and development of society. According to teachers' perspectives, creating the necessary conditions to meet their psychological and social needs plays a crucial role in sustaining the vitality of their academic lives. These changes enhance clarity while retaining the original meaning.

The results of various studies have supported the critical role of the motivation construct in providing students with successful experiences in all areas of academic achievement. Therefore, this research conducted to study the factor structure and psychometric properties of the Persian version of the Mathematics Motivation Questionnaire in adolescents. In this descriptive survey research, 350 adolescents selected from the statistical population of first-secondary girls in the fourth educational district of Tehran using the available sampling method and responded to the Mathematics Motivation Questionnaire (Fiorilla et al., 2021), the revised version of the Stress Measure Scale (Royley, Roysch, Jarica, & Wagen, 2005) and Psychological Capital Questionnaire - Adolescent Version (Luthans, Auliou, Avi, & Norman, 2007). The results of the confirmatory factor analysis showed that the MMQ had good factorial validity with a five-factor structure consisting of intrinsic value, self-regulation, self-efficacy, utility value and test anxiety. In addition, the results related to the correlation between the dimensions of students’ Mathematics Motivation with their cognitive appraisals of failure experiences in the context of responding to the demands of mathematics lessons, and the the psychological capital of learners in situations of academic achievement, supported the validity of the MMQ. In sum, these results, while emphasizing the theoretical soundness of the conceptual underlying of the Mathematics Motivation Questionnaire, on the one hand, by repeating the factor structure of this assessment tool, it supported the context-independent function of motivational constructs and on the other hand, the necessity of understanding the context of motivational constructs based on the specific demands of different subjects.

This study examined the mediating effect of teacher emotions on the relationship between teachers’ academic optimism and interpersonal teacher behavior model. In a sample consisting of 306 men teachers, the Teacher’ Academic Optimism Scale (TAOS, Woolfolk Hoy, Hoy & Kurz, 2008), the Teacher Emotion Inventory (TEI, Chen, 2016) and the Questionnaire on Teacher Interaction (QTI, Lourdusamy & Khine, 2001) were administered. Structural equation modeling was used to assess the mediating effects of teacher emotions on the relationship between teachers’ academic optimism and interpersonal teacher behavior. Results showed that there is a positive significant correlation between teachers’ academic optimism with positive emotions and positive interpersonal teacher behavior and a negative significant correlation with negative emotions and negative interpersonal teacher behavior. Results also indicated that there is a negative significant correlation between positive emotions with negative interpersonal teacher behavior and a positive significant correlation whit positive interpersonal teacher behavior and there is a negative significant correlation between negative emotions with positive interpersonal teacher behavior and a negative significant correlation whit negative interpersonal teacher behavior. Results showed that the fully mediated model of teacher emotions on the relationship between teachers’ academic optimism and interpersonal teacher behavior had acceptable fit to data. Overall, the results of the present study showed that trying to understand the interpretative capacities of academic optimism in predicting positive and negative models of teacher-student interpersonal behavior can be interpreted in the context of differentiation between positive and negative teachers' emotional experiences.

The capacity of self-directed learning, which is regarded as a survival skill in response to the rapid change of modern society, is therefore identified as one of the major educational aims in many countries. Therefore, this research was conducted with the aim of analyzing the psychometric properties of the Persian version of the Self-Directed Learning Scale (Lounsbury & Gibson, 2006) in university students. In this descriptive survey research, 400 undergraduate students of Shahid Beheshti University (200 men and 200 women) were selected using available sampling method. Students responded to the self-directed learning scale, the motivational regulation scale (Kim, Brady, & Wolters, 2018) and the motivational persistence scale (Constantin, Holman & Hojbota, 2012). In the first part, the results of principal components analysis emphasized the one-factor structure of the scale. Next, while Confirmatory Factor Analysis (CFA) confirmed the uni-dimensionality of the scale, a multi-group CFA supported the structure as invariant across genders. Besides, the Cronbach's alpha result showed that the scale was internally consistent. Also, the results related to the correlation between self-directed learning with motivational regulation and motivational persistence provided sufficient evidence in defense of the criterion validity of the self-directed learning scale. To conclude, the present study provides reliability and validity evidence for the SDLS, supporting it as a feasible tool in measuring self-directed learning in the university context in Iran. Furthermore, the study expanded the nomothetic span of self-directed learning by establishing its relationships with motivational regulation and motivational persistence.

Teacher-student interaction is the basis of education and one of the important elements of classroom management, and the interactive relationship can only be imagined between "agents". The purpose of this research was to design the optimal model of teacher-student interaction based on teacher agency from the perspective of the Islamic approach (human as an agent). In this approach, human personality is mainly built through his action and agency, and his agency is based on basic cognitive, tendency and volitional principles. The interaction based on the mentioned approach will be an asymmetric interaction due to the difference in the level between the three principles of cognitive, tendency and volition between the teacher and the student.

The current research method is qualitative and the research data was collected using semi-structured interviews with 17 experts in the field of philosophy of education, psychology and lesson planning who were familiar and proficient in the field of agency and and were selected using a theoretical sampling method were collected. Data analysis was done by thematic analysis technique of thematic network type. Using the 6-step method of Brown and Clark (2006), the concepts extracted from the data in the classes of primary codes (concepts), sub-themes (sub-themes) and main themes were analyzed by maxqda software and a schematic map was drawn from the data. Also, the validity of the findings was confirmed through the methods of triangulation in the method (re-examination of work methods) and triangulation in the researcher (reliability test between coders).

The findings of the research showed that the desired model of teacher-student interaction based on agency consists of four main themes including cognitive, emotional, voluntary and behavioral, personality/identity/secretary. The cognitive or epistemological content includes the components of high-level thinking, scientific and rational validity, the position and role of the teacher, and logical flexibility; emotional theme or tendency with components of acceptance and positive attitude, kindness (intimacy) and empathy; Voluntary and behavioral content including the components of decision on change of mind, cooperation and dialogue-oriented, the power to arouse the will of others, the content and manner of speech, acting on knowledge and desirable behaviors; And finally, the theme of personality/identity/secretary includes the components of personality stability and desirable qualities and temperament of the teacher. The results of the present research showed that the asymmetric interaction between teacher and student based on agency - far from the two poles of teacher-centered and student-centered - and by recognizing and welcoming the basics of teacher and student agency, can be formulated in the sense that education and upbringing based on The approach of "man as an agent" is not teacher-centered and will seek to shape and transfer knowledge to the student, nor is it student-centered that the teacher is left aside only as a guide on the sidelines. Rather, a teacher who conforms to this approach is rich and fruitful in cultural heritage (knowledge and human values) and plans and implements the process of education and upbringing at least by recognizing and at least by welcoming the triple principles of students' agency, and in all The mentioned steps always criticize and re-evaluate their actions by themselves and the students. It is suggested that the emphatic issue of authorized and unauthorized authority in the approach of "man as an agent" should be at the forefront of teachers' professional activities, and dear teachers should equip themselves as much as possible in the field of authorized content authority (knowledge, values and skills). and allow formal authority only in the shadow of content authority and with the collaborative formulation of classroom regulations and avoid any formal authority seeking that weakens or eliminates students' agency and one-sided interaction. In fact, tending to content authoritarianism and avoiding formal authoritarianism is considered one of the necessities of the teaching profession.

In recent years, educational researchers have consistently highlighted the significance of non-cognitive factors in shaping students’ academic behaviors, with a particular focus on the role of motivational constructs. Among these, interest stands out as a distinctive motivational variable that denotes an individual’s preferred engagement with specific objects, such as topics, activities, or ideas. This engagement manifests both as a transient psychological state and a more enduring predisposition towards these objects. The person-object theory of interest posits that interest develops through continuous interactions between the individual and their environment. Interest is categorized into situational interest, which is a temporary state of focused attention and emotional response triggered by immediate environmental stimuli, and individual interest, which is a persistent preference for certain content areas. Individual interest typically evolves from situational interest. Both forms of interest are known to positively affect attention, cognitive performance, and emotional response, with individual interest having more lasting impacts (Luo et al., 2019). Consequently, this study aims to examine the factorial structure and psychometric properties of the Farsi version of the academic interest scale, specifically tailored for adolescents studying mathematics and Farsi. Research Questions: We propose the following hypotheses building upon prior research: 1. Confirmatory Factor Analysis (CFA) will confirm a four-factor structure for the Farsi version of the Academic Interest Scale for Adolescents (AISA), paralleling the findings of Lou et al. (2019). 2. The Pesrsian version of AISA will demonstrate significant correlations with the Brief Regulation of Motivation Scale (Kim et al., 2018) and the Motivational Persistence Scale (Constantin et al., 2012), indicating convergent validity. 3. The Farsi version of AISA will show adequate internal consistency reliability, as measured by Cronbach’s alpha.

This descriptive survey research comprised two studies. In the first, 350 adolescent girls completed the Academic Interest Scale for Adolescents in Mathematics (Luo et al., 2019) and the Brief Regulation of Motivation Scale (Kim et al., 2018). In the second study, 350 adolescent boys responded to the Academic Interest Scale for Adolescents in Farsi and the Motivational Persistence Scale (Constantin et al., 2012).

Data analysis was conducted using SPSS-18 and AMOS-18. Initially, the data were scrutinized for normality, outliers, and multicollinearity. Univariate outliers were identified through Z-scores in SPSS, revealing no anomalies. Skewness and kurtosis were within acceptable limits, with no values exceeding the cut-off points of 3 and 8, respectively, indicating normal distribution. Multicollinearity was assessed through Tolerance (TOL) and Variance Inflation Factor (VIF) indices, with all TOL > 0.10 and VIF < 3, confirming its absence. Confirmatory factor analysis affirmed the four-factor structure of the Academic Interest Scale for Adolescents (AISA), encompassing emotion, value, knowledge, and engagement. Furthermore, significant correlations between academic interest dimensions and both motivational regulation and persistence validated the criterion validity of the Farsi version of the AISA.

The findings of this study align with those of Luo et al. (2019) and Wininger et al. (2014), reinforcing the four-factor structure of emotion, value, knowledge, and engagement within the academic interest scale for adolescents. This consistency provides robust support for the theoretical underpinnings of the scale and empirically bolsters the interpretative scope of the four-phase interest development model proposed by Hidi & Renninger (2006). Additionally, the observed correlations between the dimensions of the academic interest scale in mathematics and Farsi subjects with motivational regulation and persistence further substantiate the scale’s criterion validity. However, the study is not without limitations. The sample, comprising adolescents from Iranian junior high schools, may restrict the broader applicability of the findings. Future research should endeavor to validate the four-factor interest model of the AISA across a more diverse array of participants, including younger children, older adolescents, and adult learners. Moreover, subsequent studies are encouraged to investigate the factorial invariance of the AISA among different gender demographics. In conclusion, while acknowledging the study’s limitations, the results affirm the theoretical framework of the four-phase interest development model. They demonstrate that the Farsi version of the academic interest scale for adolescents is a valid and comprehensive instrument for assessing the academic interests of Iranian students across various disciplines

In this study, the researchers attempted to identify the key factors that influence the learning motivation of gifted adolescents, based on constructivism’s philosophical assumptions and epistemological thinking. Due to the increasing trend of gifted students joining the group of gifted underachievers, and with the increased use of non-adaptive strategies of motivational regulation in facing challenging experiences, such as choosing extreme and far-fetched standards, self-evaluative and self-serving bias, and also the tendency to use a wide range of self-harm behaviors in gifted students, trying to understand the determinants of learning motivation from the perspective of gifted learners is of great importance. Based on what was said, the identification of educational motivations or components that form the structure of learning motivation from the perspective of gifted learners can be prioritized for several reasons. First, despite the multiplicity of theories focused on the motivation of academic progress in learners, the constructivist verification of learning motivation in the context of giftedness provides an opportunity to find out whether it is still possible to create motivational structures that were previously not supported by theories. Second, if according to the available evidence, one of the most determining bases explaining the phenomenon of gifted underachievement has a motivational nature, understanding the learning motivation in gifted students is of fundamental importance to address the sources of motivational nutrition of the said phenomenon.

In this study, the thematic analysis method was used to analyze qualitative data obtained from interviews with 30 gifted adolescent boys. The mean and standard deviation of their ages were 16.5 and 0.5 years, respectively, and they were selected using a non-probability targeted sampling method. In this study, a semi-structured interview was used to collect data. In qualitative research, the sampling process continues until subsequent interviews do not add more information to the previous information accumulation and the researchers witnesses the repetition of the same data patterns. In this study, the sampling process continued for up to 30 gifted learners, and after that, the researchers witnessed the theoretical saturation of the data. In general, in this study, it was ensured that in preparing the interview protocol, most of the questions were based on the concept of motivation to progress or motivation to learn in gifted people. Therefore, a total of 12 questions were designed and asked to find out about the sources that provide the learners' progress-oriented efforts and what was effective in specifying the movements aimed at their motivational profile.

From the rich and deep description and interpretation of the existing theoretical and experimental background as well as interviews with gifted learners, 139 primary codes were extracted, which were summarized in eight basic themes. The results of the thematic analysis procedure distinguished two macro-conceptual and explanatory groups of motivational indicators: those derived from a quantitative focus in educational philosophy and those derived from a qualitative focus in educational philosophy (i.e., development concerns). Part of the effort of the gifted students in pursuing their academic concerns is reflected in the framework of conceptual markers such as extrinsic and non-self-directed motivation, non-selfdirected motivation, causal attributions of non-conformity focused on low expectations, poverty in sufficient self-belief, and insecure significant other experience. The textual analysis of the interviews with the gifted learners showed that the most basic components forming the semantic body of the simple conceptual layer of the influencers of the qualitative motivational philosophy included internal motivation, mastery-oriented goal-selection, adaptive attributions, and the secure significant others. According to the findings in this section, basic indicators of motivational structures centered on motivational quantification include combinations of characteristics such as non-process orientation, result-oriented thinking, fear of failure, non-self-directedness, and, in many cases, unidirectional thinking. The most important platforms for a qualitative (developmental) approach to motivation were identified as process-oriented thinking, multidimensional thinking, learning orientation, commitment (willingness), inherent overvaluing of effort, motivational persistence, and emotional regulation.

 Discussion and Conclusion:

In conclusion, the emphasis on the conflict between these two abstract approaches centered on indicators of learning motivation in gifted adolescents implicitly supports the determining role of their social context, which reinforces their basic psychological needs. In other words, the emphasis on the conflict between two opposing philosophies, which is critical to understanding and identifying the indicators of gifted adolescents' learning motivation, realistically implies a distinction between the roles of social environments that encourage quantitative and qualitative concerns. The results of this study, by emphasizing themes such as intrinsic/extrinsic motivation, mastery and performance orientations, adaptive and non-adaptive causal attributions, and secure and insecure significant others, provide additional evidence in defense of the functional characteristics of contemporary motivational theories such as self-determination theory, attribution theory and development goal theory in the field of psychology studies and gifted education

This study examined the mediating role of health behaviors in the relationship between Big Five personality traits and problematic and risky internet use among university students.  In this correlational study, 297 students (116 male and 163 female), selected via available sampling, responded to the Five Factor Personality Traits Questionnaire (McCrae & Costa, 1987), the Health-Promoting Lifestyle Profile-II (Walker, Sechrist & Pender, 1995), and the Problematic and Risky Internet Use Screening Scale (Jelenchick et al., 2014).  The results indicated that the partially mediated model of health behaviors in the relationship between personality traits and problematic and risky internet use fit the data well. All regression weights in the hypothesized model were statistically significant. The Big Five personality traits and health behavior variables accounted for 42% of the variance in problematic and risky internet use.  The findings of this study, in line with other theoretical and experimental research, suggest that the Big Five personality traits, through their influence on self-regulation resources—such as affective states, perceptions of control, and goal-oriented behaviors—affect health-promoting or inhibiting lifestyle behaviors, which in turn predict risky and problematic internet use among students.

The influence of academic support on students’ academic and personal development has been previously demonstrated. Therefore, this research conducted with the aim of validating the Persian version of the Perceived Academic Support Questionnaire (PASQ) for adolescents. Four hundred adolescents (200 girls and 200 boys), selected using a convenience sampling method, responded to the Perceived Academic Support Questionnaire (Reyes & et al., 2022), the Academic Interest Scale for adolescents (Luo & et al., 2019), the Brief Regulation of Motivation Scale (Kim & et al., 2018) and the Motivational Persistence Scale (Constantin & et al., 2012). The results of the confirmatory factor analysis showed that the PASQ had good factorial validity with a three-factor structure consisting of academic support from teachers, family, and peers. In addition, the results related to the correlation between the dimensions of academic support with motivational regulation, motivational persistence and academic interest supported the criterion validity of the Persian version of the PASQ. The results of multi-group confirmatory factor analysis revealed the cross-group invariance of factorial structure, factor loadings, and factor variances and covariances of the PASQ across male and female adolescents. Internal consistency for the academic support from family, teachers and peers subscales was 0/90, 0/83 & 0/83, respectively. The validation results of the Persian version of the academic support questionnaire for adolescents showed that this scale has good validity and reliability and can used in future studies

Methodology is the foundation for designing an effective intervention. In school-based studies, the term "fidelity to the treatment plan" or "intervention plan" includes methodological strategies essential for monitoring practical interventions. It ensures that the intervention is implemented as intended and that its key components contribute to producing desired outcomes. Fidelity to the treatment plan is a multidimensional concept that includes adherence to the intervention, intervention quality, intervention quantity, and intervention process. This framework enables researchers to ensure the validity and reliability of clinical interventions. Reporting on adherence to treatment and the implementation of an intervention plan offers insights into how to execute the intervention, the suitability of the intervention plan within its intended context, and the challenges encountered during implementation and maintenance. Failure to report on these aspects may result in a lack of information for other researchers and users about the project's conditions. Therefore, determining the optimal level of fidelity to the treatment plan in interventions and measurements is crucial. While researchers have increasingly recognized the importance of fidelity to the treatment plan in recent decades, this area still requires more serious attention. Loyalty to the treatment plan in school-based interventions, given the diverse contexts and structures of schools, as well as the dynamic school environment, demands special consideration. Some researchers and reputable publications have suggested that without reporting fidelity to the treatment plan, it is impossible to ascertain whether behavioral changes in subjects are truly influenced by the independent variable. This article aims to outline the dimensions of fidelity to the treatment plan in school-based interventions.

This research was conducted with the aim of testing the moderating model of gender in the relationship between the perceived social support and suicide attitude in university students. In this correlational research, 217 participants (108 male and 109 female) who were selected through convenience sampling method from the statistical community of undergraduate students of Shahid Beheshti University, answered the questions of the assessment package. Participants responded to the Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet& Farley, 1988) and the Adolescent Suicide Questionnaire (Kurz& Moller, 1984). In order to test the causal model of moderating effects, the statistical method of hierarchical regression analysis was used. The results of the hierarchical regression analysis showed that while each of the variables of the sources of support experiences and gender, separately, statistically, significantly predicted the suicide attitude, the regression weights related to the interactive path of the sources of support and gender, in the prediction suicide attitude was not statistically significant. Overall, the results of this research provided additional evidence in defense of the functional characteristics of gender-independent support experiences in the context of self-harm behaviors among college students. In this research, the results consistent with the other pieces of information showed that the perception of supportive experiences through improvement in the coping resources of male and female students, protects them in the same way, against resorting to self-harm choices.

studies are trying to differentiate two disorders, Attention deficit/hyperactivity disorder and Sluggish cognitive tempo, due to their similarities. In this regard, the present study was conducted with the aim of comparing self-regulation and substance use tendencies in adolescents with and without symptoms of attention deficit/hyperactivity disorder or sluggish cognitive tempo.

The study was in the frame of Causal Comparative design. The statistical population includes parents and adolescents aged 13 to 17 years with the symptoms of attention-deficit/ hyperactivity disorder, sluggish cognitive tempo and normal adolescents in Karaj in 2022. The method of sampling was available and using it, 150 people (50 with attention deficit/hyperactivity, 50 with sluggish cognitive tempo and 50 normal adolescents) were selected. The tools of data collection were the Rating of Attention deficit hyperactivity disorder, Sluggish Cognitive Tempo Inventory, Adolescent Self-Regulatory Inventory, and Addiction Susceptibility Questionnaire-Adolescent Version. Finally, the data were analyzed using the analysis of variance and Sheffe's post hoc test.

The findings showed that the self-regulation scores are respectively and significantly lower in the attention deficit/hyperactivity group, the sluggish cognitive tempo group, and the normal group (p<0.05). There were no significant differences in the scores of substance use tendency between adolescents with attention-deficit/hyperactivity disorder and with sluggish cognitive tempo; But the difference between the two groups compared to normal adolescents was significant.

It can be concluded that adolescents with and without symptoms of attention deficit/hyperactivity disorder or sluggish cognitive tempo are different in terms of self-regulation and substance use tendencies.

This study examined the mediating effect of psychological resilience on the relationship between cognitive appraisal processes and with health behaviors and emotional well-being among male and female university students. In a sample consisting of 500 university students (250 male and 250 female), the Cognitive Emotion Regulation Questionnaire, the Stress Appraisal Measure, Adolescent Resilience Scale, Health-Promoting Lifestyle Profile and the Positive and Negative Affect Schedule were administered. Results showed that the completely mediated model of psychological resilience on the relationship between cognitive appraisal processes and coping strategies with health behaviors and emotional well-being had good fit to data. Also, the results of the gender specificity of structural relations showed that structural relations were equivalent for both groups (male and female) based on structural covariances, structural weights and measurement weights. In sum, these finding show that the part of available variance in health behaviors and emotional well-being in the context of prediction these behavioral and emotional models by cognitive appraisals and cognitive coping strategies, accounted for male and female university students' psychological resilience.

This study aims to test the mediating role of emotion regulation in relation to academic procrastination with the academic well-being of male and female students. In the present study, 379 students (221 boys and 158 girls) completed the scale of Academic Procrastination, School Engagement Inventory, School Burnout Inventory, and Emotion Cognition Regulation Questionnaire. To test the mediation role of emotion regulation in the relationship between academic procrastination with academic well-being, the statistical method of structural equation modeling (SEM) was used. The results showed that emotion regulation mediated the relationship between academic procrastination and academic well-being. In addition, the results of group allocation of relationships between multiple variables showed the relationships between emotion regulation, academic procrastination and academic well-being were equal in both groups of adolescent girls and boys. Also, the results indicated that all regression weights were statistically significant. In the proposed model, an outstanding percentage of the variance of school engagement and school burnout scores were explained through academic procrastination and positive and negative cognitive emotion regulation strategies. The results highlight the role of emotion regulation such as cognitive emotion regulation strategies of male and female learners in predicting their academic performance in the face of challenging situations.

Patients with obsessive-compulsive disorder have problems associated with the disorder and have a low hope. The aim of the present study was to compare the effectiveness of "Cognitive-Behavioral Therapy" and "Metacognitive Therapy" on hope of patients with obsessive-compulsive disorder.

The research method was semi-experimental with a pre-test-post-test-follow-up plan with a control group. The statistical population of the study was all patients with obsessive-compulsive disorder who referred to the psychological counseling centers of the 5th district of Tehran in 1401.Among them, 45 patients with a low hope score were randomly selected and replaced in 3 groups of "Cognitive-Behavioral Therapy" and "Metacognitive Therapy" and the control group. Demographic questionnaire and "Yale-Brown Obsessive-Compulsive Scale" and "Miller Hope Scale" were used to collect data. For the validity of the instruments, previous studies were used and reliability was calculated using the internal consistency method by calculating the Cronbach's alpha coefficient.For the "Cognitive-Behavioral Therapy" group, 2 sessions were performed during 10 sessions of 90 minutes each week, and for the "Metacognitive Therapy" group, 2 sessions were performed during 10 sessions of 90 minutes each week. The control group did not receive any intervention during the research. The data was analyzed in SPSS. 16.

"Cognitive-Behavioral Therapy" and "Metacognitive Therapy" were effective in improving the hope of patients with obsessive-compulsive disorder (P<0.01) and no significant difference was observed between the two therapy methods.

"Cognitive-Behavioral Therapy" and "Metacognitive Therapy" improved the life expectancy of patients with obsessive-compulsive disorder. Therefore, the above two therapy methods are recommended.

The purpose of this article is to compare the concept of agency in Bandura's cognitive-social theory and the Islamic approach of "human as agent". According to Bandura, agency refers to a voluntary effect on one's performance and environmental events, which has the main aspects of intentionality, foresight, self-reaction, and self-reflection. On the other hand, in the Islamic perspective, human action or agency is based on three fundamental bases: cognition, tendency, and volition. In terms of methodology, the current study is a comparative study that deals with similarities and differences of two viewpoints with a glance on their roots. In the educational section, Frankena’s practical syllogism is used as the method. The basics and aspects of agency in both perspectives have a lot in common, in such a way that foresight and self-reflection in the first perspective can be compared with the cognition in the second approach; as self-reactivity and intentionality in the first approach can be compared with the emotional and volitional bases in the second approach. Despite this, the two views have differences in issues such as the concept of action and performance, the nature of interactive, cognitive, emotional and volitional aspects, the nature of interaction, responsibility and ethics, which will have relevant consequences for education. While, for instance, the first approach emphasizes the importance of structure, the second approach gives more weight to individual agency, and as a result of this difference, the role and influence of the individual within social structures will be different. Given the importance of human agency which is at issue in the two approaches, their commonalities are emphasized in the educational inferences.

Students often encounter motivational challenges while engaging in academic activities. They may perceive these tasks as irrelevant, monotonous, or difficult. For instance, assignments may be seen as uninteresting or challenging. A substantial body of empirical evidence supports the notion that a learner’s ability to respond productively and efficiently to such demanding experiences significantly influences their learning progress. The proactive efforts of learners to maintain or enhance their motivation in the face of stressful academic events, a critical element of the self-regulation process, indicate their capacity for motivational regulation. Consequently, learners may strive to sustain and augment their motivation by employing mechanisms such as self-rewarding or altering their environment. An extensive and growing body of evidence suggests that a student’s ability to respond productively and persist in the face of these challenges can profoundly impact their learning and achievement. Given the explanatory role of motivational regulation in shaping various aspects of students’ academic activity, numerous educational researchers have endeavored to develop diverse measurement tools for this motivational construct. For instance, Wolters (1999a, 1999b) initially developed a self-report version of the motivational self-regulation measurement tool, which included five motivational self-regulation strategies. Subsequently, Wolters and Benzon (2013) developed a 30-item version of the motivational regulation measurement instrument, encompassing six subscales of value regulation, performance goal regulation, self-consequating, environmental structuring, and situational interest regulation. Similarly, Gonzalez et al. (2006) created a 35-item scale assessing seven motivational regulation strategies, akin to the dimensions proposed by Wolters (2003). Given their shared origin, the existing instruments possess three features that limit their utility for certain purposes. Firstly, the instruments are lengthy, each comprising 30 to 35 items (e.g., Schwinger et al., 2007; Wolters & Benzon, 2013). Secondly, each instrument was designed to yield multiple indicators of students’ reported usage of specific types of strategies for motivational regulation. A third characteristic that restricts the utility of existing instruments is the manner in which these instruments contextualize students’ responses. Consequently, the researchers in this study, after ensuring the absence of a Persian version of the motivational regulation scale and recognizing the explanatory power of the concept of motivational regulation in defining learners’ academic activity in academic progress situations, examined the technical features of the validity and reliability of the Persian version of the scale.

In this correlational study, 300 students (140 men and 160 women) who were selected using the convenience sampling method, were answered the Achievement Goal Questionnaire-Revised, the Academic Self-Efficacy Questionnaire, the Academic Self-Handicapping Scale and the Brief Regulation of Motivation Scale. To confirm the factor structure of measurement scale, structural equation modelling using confirmatory factor analysis is utilized. Confirmatory factor analysis using maximum likelihood (ML) estimation was used to examine the hypothesis regarding number of factors, their loadings and factor inter correlations. The data were analyzed using SPSS-18 and AMOS-18.

Initially, the data were examined for normality, outliers, and multicollinearity. Univariate outliers were identified via Z-score values in SPSS (z = ±3.29, p < .001, two-tailed test) (Tabachnick & Fidell, 2007), revealing no abnormal or out-of-range values. Skewness (≤ |.48|) and kurtosis (≤ |1.05|) results confirmed that none of the items exceeded the suggested cut-off points of |3.00| and |8.00|, respectively, indicating that the data are free from univariate non-normality (Kline, 2015). Furthermore, the data were screened for instances of multicollinearity via analysis of tolerance (TOL) and variance inflation factor (VIF). Multicollinearity was not present as all. TOL indices were >.10 and all VIF measures were < 3 (Hair et al., 2010). The results of the confirmatory factor analysis demonstrated that the two-factor model of the Brief Regulation of Motivation Scale, including motivational regulation and willpower, fit the data well. Criterion evidence for the scores of motivational regulation dimensions was demonstrated through significant correlations with self-efficacy beliefs, achievement goals, and academic self-handicapping. Cronbach’s alpha for the motivational regulation and willpower subscales was .85 and .82, respectively.

The findings of this research align with the study by Kim et al. (2018), which empirically supported the two-factor structure of the scale, including motivational regulation and willpower. In other words, the results related to the internal structure of the short version of the regulation of motivation scale provided fundamental evidence in defense of the validity of this instrument for measuring motivational regulation. The results of the confirmatory factor analysis supported the two-factor structure in the 12-item short version. The first factor, motivation regulation, refers to an individual’s desire to consciously and strategically maintain and enhance their motivation in the face of various motivational challenges. Eight items related to the first factor, motivation regulation, indicate the conceptual understanding of motivation regulation. In contrast, the other four items refer to the second factor, willpower. The items in the second factor focused on the feeling of individual compulsion to do things without using specific strategies. The results of the studies show that willpower is reported more by learners who did not think about motivational discipline strategies. In sum, the ability to regulate motivation is considered a fundamental aspect of successful self-regulated learning. Although different researchers have paid special attention to this structure and its functions, the focus on motivational regulation has been less compared to other forms of self-regulation such as cognitive and metacognitive regulation strategies. Undoubtedly, a compelling reason for such a paucity is related to the nature and length of instruments measuring regulation of motivation. Therefore, the short version of the regulation of motivation scale, with a holistic approach and sensitive to contextual factors (Kim et al., 2018), tests learners’ self-regulation tendencies when engaged in academic efforts. In summary, findings from this evaluation support the overall validity of using this new instrument for assessing university students’ regulation of motivation by providing evidence regarding its internal structure, its relations with conceptually related constructs, and its relations with important criteria.

Evidence shows that persistence is considered as a fundamental aspect to achieve goals in developmental situation Due to the lack of access to a reliable tool to measure this strength focused on purposeful efforts in the Iranian sample, the present study was conducted with the aim of adapting and standardizing the motivational persistence scale among students.In this correlational study, 400 students who were selected using the convenience sampling method, were answered the Academic Self-Efficacy Questionnaire ( Zajacova, Lynch & Espenshade, 2005) , the Achievement Emotion Questionnaire-Revised( Abdollahpour, 2015) and the Motivational Persistence Scale (Constantin, Holman & Hojbotă, 2011) . The results of statistical method of confirmatory factor analysis showed that the three factor model of Motivational Persistence Scale including long-term purposes pursuing, current purpose pursuing and recurrence of unattained purposes had fit well to the data. The results related to the correlation between aspects of motivational persistence with positive and negative progress emotions and self-efficacy beliefs provided evidence in defense of the criterion validity of this scale. the internal consistency coefficients of the subscales the long-term purposes pursuing, current purpose pursuing and recurrence of unattained purposes subscales was 0/90, 0/89 & 0/87 . In sum, the results of this research, by repeating the factor structure consisting of three components, on the one hand, support from strength of theoretical foundation of Motivational Persistence Scale, and the other hand, these findings provide further psychometric evidence for the Motivational Persistence Scale and support the utility of the questionnaire in Iranian students.

The primary objective of this research endeavor was to examine the manner in which health behaviors and resilience mediated the relationship between emotional intelligence and social adjustment among Shahid Beheshti University students. The research employed a descriptive and correlational methodology. The statistical population comprised all male and female students enrolled in the first semester of the 2020-2021 academic year at Shahid Beheshti University in Tehran town. A total of 400 students, 222 of whom were female and 178 of whom were male, were selected using available sampling methodologies. The subjects responded to the questionnaires within the anticipated time periods in order to assess the parameters of his knowledge using the following measurement instruments: the Health Promoting Lifestyle Profile Questionnaire (HPLP-II), the Emotional Intelligence Shring Scale (EISS), and the social adjustment questionnaire (BAI). Using AMOS version 20 and SPSS version 24 software, the data were analyzed using the structural equation modeling technique by integrating the path analysis and confirmatory factor analysis procedures. The results indicated that the adjusted hypothesis regarding the mediating role of health-oriented lifestyle behaviors and psychological resilience in the connection between social adjustment and emotional intelligence was consistent with the collected data. Hence, drawing from the research findings, one may deduce that interventional educational initiatives, such as the resilience training program, may exert a beneficial influence on the correlation between social adaptation and emotional intelligence by virtue of resilience's mediating function.

The current research was conducted with the aim of identifying the emotional and social competences of teachers in the form of the conceptual model of a positive teacher. In terms of its fundamental purpose, this research was carried out with a qualitative approach and using the theory of fundamental conceptualization. The participants were university experts who were interviewed from Tehran, Khwarazmi, Allameh-Tabatabai, Shahidbeheshti, Al-Zahra and Shiraz universities. According to the criterion of theoretical saturation, after interviewing 18 participants, theoretical saturation was achieved. Data were collected through semi-structured interviews and then categories and components were extracted through open coding, central coding and selective coding. The designed framework includes causal conditions (emotional abilities, flourishing classroom design abilities, and social abilities); Intervening conditions (cognitive skills, self-transformation, self-development, intelligence, level of mental health literacy and personality); Background conditions: (family conditions, social factors, moral factors, cultural ability, school organization position and structural factors); Strategy and strategies: (policy making, planning, changing educational procedures and empowering teachers); and the consequences (raising a positive generation, positive organizational transformation and realizing the essence of teachers). In general, it can be said that the extraction of the mentioned characteristics can be used in the selection and training of teachers.

Deliberate Self-Harm (DSH) is the intentional destruction of healthy body tissue without the intent to commit suicide. Given the rapidly increasing prevalence of non-suicidal self-injury (NSSI) among adolescents, it is essential to conduct a systematic analysis of the risk and protective factors associated with these behaviors using tools that demonstrate validity and reliability. Therefore, the current study was conducted to analyze the psychometric properties of the abbreviated version of the Self-Harm Screening Inventory for adolescents.

In this survey study, 300 gifted adolescents were selected using the convenience sampling method. They completed the short version of the Self-Harm Screening Inventory for Adolescents (Kim et al., 2022), the Depression, Anxiety and Stress Scale (Lovibond & Lovibond, 1995), and the Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985).

A confirmatory factor analysis supported the hypothesized one-factor structure. The one-factor model had a good fit. The SHSI also demonstrated good internal consistency (Cronbach's alpha = 0.89). Additionally, the Subjective Happiness Scale Inventory (SHSI) was positively correlated with the Depression, Anxiety, and Stress Scale, and negatively correlated with the Satisfaction with Life Scale. These correlations support the criterion validity of the abbreviated version of the Self-Harm Screening Inventory for adolescents.

The findings suggest that the SHSI is a reliable and valid tool for screening self-harm behaviors among adolescents.

The undeniable necessity of understanding parental behaviors from a contextual perspective has encouraged various researchers to study the functional characteristics of parenting practices depending on the contexts such as academic learning, interaction with peers, and the daily life of children and adolescents. Therefore, this research study was conducted to analyze the factorial validity and psychometric properties of the Persian version of the Academic Parenting Scale. In this descriptive survey, 350 mothers were selected through accessible sampling method. They filled out the Academic Parenting Scale (Wang et al., 2022), Parenting Wisdom Scale (Boumpouli et al., 2022), and the Strength-based Parenting Scale (Jach et al., 2018). The results of the confirmatory factor analysis showed that the Academic Parenting Scale had good factorial validity with a four-factor structure consisting of parental warmth, parenting focused on behavioral control, parenting focused on psychological control, and parental support. Indices of 2χ, 2χ/df, CFI, GFI, AGFI, and RMSEA were equal to 904.66, 1.85, 0.93, 0.95, 0.93, and 0.05, respectively. In addition, the results concerning the correlation between the dimensions of academic parenting with strength-based parenting and different facets of parental wisdom supported the convergent validity of the Persian version of the Academic Parenting Scale. Moreover, the internal consistency coefficients of academic parenting subscales, including warmth, behavioral control, psychological control, and independence-encouraging parenting, were equal to 0.80, 0.79, 0.84, and 0.79, respectively. In sum, while defending the conceptual positions derived from the self-determination theory in the development of a contextual approach to parenting behaviors and expanding the frontier of theoretical knowledge in the field of emerging and contextual studies of educational parenting, this research study provided compelling evidence in preliminary support of the technical characteristics of validity and reliability of the Persian version of Academic Parenting Scale.