سهیلا هاشمی

Effect of generative learning teaching based on pattern cognitive Load on the learning of math by 7th-grade students in the academic year of 2021- 2022. The research method is quasi-experimental with pre-test and post-test, with four groups: two control groups and two experimental groups. The statistical population of the study consisted of all 7th-grade male and female students of District 2 of Mashhad city that 112-person sample was selected by the single-stage cluster sampling method. The subjects in the experimental group were involved in generative learning based on cognitive Load in 16 sessions, and the control group did not receive any interventions. The research instrument consisted of a 20-question researcher-made test. To analyze the obtained data, Multivariate analysis of covariance and SPSS version 24 software were used. The results showed that generative learning teaching based on the cognitive load approach has a positive and significant effect on 7th-grade students' learning of math. Based on the findings, it can be concluded that one of the effective training methods for math learning students is the use of generative learning based on the cognitive load pattern.

The purpose of the present study was to investigate the effect of generative learning teaching based to pattern cognitive Load on the memorization math of 7th grade students of in the academic year of 2021- 2022. The research method is quasi-experimental with pre-test and post-test with four groups: two control group and two experimental groups. The statistical population of the study consisted of all 7th grade male and female students of District 2 of Mashhad city that 112 person sample was selected by single stage cluster sampling method. The subjects in the experimental group involved in generative learning based to cognitive Load in 16 sessions and the control group did not receive any interventions. The research instrument consisted of a 20-questions researcher-made test. To analyze the obtained data, Multivariate analysis of covariance and SPSS version 24 software were used. The results showed that generative learning teaching based to approach cognitive Load have a positive and significant effect on 7th grade students' memorization math. Based on the findings, it can be concluded that one of the effective training on math memorization students is the use of generative learning on the based load cognitive pattern.

In the current research, the relationship between epistemological beliefs and academic self-determination with academic procrastination was investigated through the mediation of academic emotions. The research method employed was descriptive-correlational. The participants of the study were 320 undergraduate students from various fields and faculties of Mazandaran University, Babolsar Campus, selected through stratified random sampling. To measure the variables under study, the following questionnaires were utilized: Academic Procrastination Scale (Solomon & Rothblum, 1984), Epistemological Beliefs Inventory (Bayless, 2009), Academic Motivation (Vallerand et al., 1989), and Academic Emotions Scale (Pekrun et al., 2005). The proposed model was evaluated using structural equation modeling with AMOS software version 26. The mediating relationships in the proposed model were tested using the bootstrap procedure. The results indicated that the proposed model had a good fit with the data, also the results showed that the dimensions of epistemological beliefs and academic self-determination had significant indirect effects on academic procrastination through academic emotions.

Current advances in infertility treatment have given hope to the treatment of different types of infertility. Considering that the administration of high doses of gonadotropins is used in the treatment of infertility, the lack of response to gonadotropins leads to fertility failure. Various factors may affect women's response to gonadotropins. One of these factors is aging. Increasing age will lead to a Decrease in Follicular Recess and a decrease in response to gonadotropin. However, the reason for the poor ovarian response in women younger than 41 years is not clearly understood. The most common criteria to describe a poor ovarian response are a small number of developed follicles or retrieved oocytes and low levels of estradiol after using a standard ovarian stimulation protocol. According to the Two Cell/Two Gonadotropins theory, androgens play an important role in ensuring adequate steroid levels. A large number of studies have been conducted to treat these patients and various techniques have been proposed, but none of them were able to increase the response to gonadotropin completely. Androgens have important physiological roles in women and act both as precursors of estrogen biosynthesis and directly as androgen receptors. It is known that plasma Dehydroepiandrosterone and testosterone are relatively high in reproductive age and decrease with age. Various effects of androgens on the steroidogenesis process in Granulosa cells have also been investigated, which includes balancing and regulating the activity of the Aromatase enzyme based on the level of maturation in the follicles. A large number of studies have been conducted on the process of folliculogenesis, but the results have not been fully established. Androgen excess usually causes atresia of developing follicles in rodents. However, it may have a synergistic effect with Follicle-stimulating Hormones to promote follicular recruitment in mammals. In animal studies on monkeys, it has been determined that the administration of testosterone leads to an increase in the expression of FSH receptors, which causes the start of follicular growth and an increase in the number of pre-antral and small antral follicles. Several different studies on primates and humans have shown the role of androgens in controlling follicular growth and follicular sensitivity to FSH. These studies show that a temporary increase in testosterone concentration increases the follicular response to LH, FSH, HCG, and DHEA. Most of these studies have been conducted on the effect of testosterone administration on the folliculogenesis process in women who did not respond successfully to fertility treatments, but the results are quite different. Since there is little information about prescribing testosterone gel to infertile women, it is important to conduct research in this field. Therefore, the aim of this study was to investigate the effect of testosterone gel administration on infertile women with poor ovarian response who had previously used the usual methods of assisted reproduction.

This clinical trial was conducted at Shahid Beheshti Infertility Center of Isfahan from April to March 2013. In this study, 64 infertile women referred to the infertility clinic of Shahid Beheshti Hospital and Isfahan Infertility Research Center from April 2013 to March 2013 were selected. Patients who underwent routine IVF/ICSI in their last cycle and had a poor response to these fertility treatments were selected. Inclusion criteria included age 30-42 years, willingness to participate in the study, poor response to ovarian stimulation in previous IVF and ICSI attempts, evidence of ovarian follicular reserves and no previous ovarian surgery, and ovarian endometriosis. , endocrine and metabolic disorders, and breast cancer. The exclusion criteria were: pregnancy, any evidence of drug side effects or sensitivity to the applied treatment, not following the study protocol, and inability to follow up with the patient. Among the 64 participants who were selected in this study, 56 patients who met the inclusion criteria were randomly assigned to two intervention or control groups (28 people in each group). Finally, 49 patients were examined. The number of patients in the intervention and control groups was 23 and 26, respectively. The intervention group received transdermal testosterone gel and the control group received a placebo. After the period of using the gel, patients were evaluated based on the number of Antral follicles and hormone levels, including FSH and testosterone. t-dependent and independent t-statistical methods were used to analyze the data.

Based on the findings of this study, the serum level of testosterone increased significantly in the intervention group, but the total number of follicles was not significantly different between the two groups on the third day of the control cycle. All patients were monitored during the study for possible side effects of using the gel. 4 patients in the intervention group reported itching, 1 case of scaling, and 1 case of acne. No other side effects were reported by the patients. 3 patients in the placebo group also reported itching. No other side effects were reported by patients in this group.

This study showed that topical testosterone administration does not increase ovarian response to FSH in women with long-term infertility histories and poor responses to common fertility treatments. Indeed, increasing plasma testosterone concentration before FSH administration in fertility treatments such as IVF did not affect ovarian response. The results of the present study showed that the use of testosterone gel before the administration of FSH in assisted reproductive treatments does not have a significant effect on increasing the ovarian response to FSH and the success rate of these treatments. This level of testosterone plasma concentration is not enough to increase the Folliculogenesis process and improve fertility treatments. Therefore, more studies should be conducted using this assessment. The results of this study can have different reasons. The most important of these is the normal plasma testosterone concentration in our participants from baseline, and it may be necessary to conduct several future studies that specifically evaluate the effect of testosterone administration on women with low plasma testosterone concentrations.

This research was conducted with the aim of predicting the Germane cognitive load resulting from virtual education based on the quality of education and metacognitive knowledge of students. The statistical population of the research included all undergraduate students of the Faculty of Humanities of Mazandaran University in the academic year of 1399-1400 with a number of 1911 students, 380 of whom participated in the research through proportional stratified sampling. The tools of this research included: cognitive load questionnaire (Kalpesh, Schmidts and Sofret, 2017), metacognitive state questionnaire (O'Neill and Abedi, 1996) and a questionnaire for evaluating the quality of services of virtual learning systems based on the servqual model (Mohammadzadeh, 1398). The obtained data were analyzed through SPSS version 22 software.Simultaneous multiple regression analysis showed that the quality of virtual education based on SERVQUAL model and metacognitive knowledge are significant predictors for Germane Cognitive Load and were able to explain 12% of the Germane Cognitive Load variance that means by increasing the quality of virtual education based on the indicators of the SERVQUAL model and students' metacognitive knowledge, conditions will be created to increase the desired cognitive production and better and more effective learning.

The present study was conducted with the aim of investigating the experiences, challenges and attitudes of elementary school teachers towards emergency distance learning or ERT. The research community was primary school teachers of Urmia, from which a sample of 720 people was selected using purposive sampling. Semi-structured questionnaires were used. The collected data were analyzed by thematic analysis method. Teachers' experience of ERT was placed in three categories: feeling unprepared, educational justice, and learning failure. Teachers in the areas of understanding the difficulty of teacher duties, opportunities for knowledge and skill learning, continuity of education, promotion of cooperation between teachers, promotion of parents' participation and students' responsibility, and in the areas of reducing classroom interaction, problems with the SHAD application, lack of necessary resources and ERT facilities, impossibility of valid and correct assessment and increased workload were satisfied and dissatisfied with ERT, respectively. Necessary changes from the teachers' point of view to improve ERT placed in the areas of improving the Internet network and educational platform, facilitating access to facilities and tools, and including technology-related training in the teacher training curriculum and in-service escaped. It seems that this form of education will remain as a complementary method to face-to-face education from now on. Therefore, it is necessary to check the necessary infrastructure to improve it.

Abstract</span></span></span></span></span></span>
Background &

</span> Anxiety, as an integral part of people's lives, is an unpleasant and widespread feeling and state of concern with an unknown source and is accompanied by physiological and physical symptoms. It becomes a disorder when experienced abstractly and continuously and affects a person's daily functioning. One of the most common anxiety disorders is social anxiety disorder. About 7% of people experience social anxiety disorder during one year, which makes it one of the most common mental disorders. This disorder limits the quality and lifestyle of a person with social anxiety. It affects essential decisions in the person's life and, in most cases, causes the loss of many vital opportunities, especially for students. The purpose of this study was to compare the effectiveness of virtual reality therapy, relaxation, and cognitive–emotional regulation strategies on social anxiety and its symptoms among university students with social anxiety.</span></span>

</span> This quasi–experimental study employed a pretest–posttest design with a control group. The independent variable in this study was treatment with three methods (virtual reality therapy, relaxation, cognitive–emotional regulation), and the dependent variable was the symptoms of social anxiety disorder. The statistical population of the present study included all undergraduate students of Mazandaran University, Iran, in the academic year of 2019–20. Of these students, 48 samples were selected and randomly divided into four groups: virtual reality therapy (12 people), relaxation (12 people), cognitive–emotional regulation strategies (12 people), and control (12 people). The inclusion criteria were as follows: being a student at the undergraduate level of Mazandaran University, having social anxiety based on DSM–5 diagnostic criteria found on a structured diagnostic interview, and providing informed consent to participate in the research. Non–cooperation during the experiment and absence in the treatment sessions were considered the exclusion criteria. We used the Structured Clinical Interview (</span>Mennin et al., 2002</span>) and the Social Anxiety Scale (Liebowitz, 1987) to collect the study data. For data analysis, multivariate analysis of covariance (MANCOVA) and univariate covariance (ANCOVA) were used</span> in SPSS software version 21. The hypotheses were tested at the significance level of 0.05.</span></span>

</span> The findings showed that virtual reality, relaxation, and cognitive strategies of emotional regulation therapies were effective in reducing social anxiety and its symptoms (anxiety and avoidance) in students with social anxiety (p<0.001). Also, virtual reality therapy and emotional regulation cognitive strategies therapy were more effective than relaxation therapy in reducing social anxiety subscales (p<0.05).</span></span>

</span> Virtual reality therapy, relaxation therapy, and emotional regulation cognitive strategies are effective treatments to reduce the symptoms of social anxiety disorder. Among them, virtual reality therapy and cognitive–emotional regulation strategies are more effective and can be used more. </span></span></span></span>

Learning English to communicate between nations and cultural, economic, and political exchanges has become more and more the focus of attention in this century. Therefore, the present study investigated the mediating role of language anxiety in the relationship between creativity and emotional intelligence in English language learning in bilingual students.

The research method was correlation type using structural equation modeling. The statistical population of this research consisted of all bilingual Turkmen male students in the third year of the first secondary school. To determine the sample size according to the number of observed variables and assigning a coefficient of 20 for each variable, 280 students were selected as the sample size by random cluster sampling method, and the Shutte et al. Emotional intelligence questionnaires (1998), Abedi creativity test (1993), Horowitz & Horowitz Language anxiety (1985) answered. Also, students' end of semester grades was used to measure English language learning. The obtained data were analyzed by Pearson's correlation coefficient test and structural equation modeling using SPSS 24 and Amos 23 software.

The findings showed that the research model has a good fit. In addition to direct effects, creativity and emotional intelligence can indirectly affect English language learning through the mediation of language anxiety.

According to the findings of the research, it is possible to reduce language anxiety by developing programs to increase emotional intelligence and creativity, and in this way, language learning can be increased.

Electronic government is the use of technological means of communication such as computers and the Internet to provide public services to citizens and other people in a country or region, and provides new opportunities for direct and convenient access of citizens to the government, as well as providing government services directly. does An e-government program may not serve as a universal model due to political, cultural, economic, and demographic factors that must be considered. Especially in Iran, where religious and cultural factors should be taken into account, which should be understood, accepted and used by its citizens for the success of electronic government, and of course, Iran's international commercial arbitration law was approved in September 2016. The basic question is, what are the necessity and requirements for the electronicization of the arbitration system and the speed of implementation of people's legal affairs in Iran? And the hypothesis of the article is that in order to set up an integrated system and fast, easy follow-up and maintain the security of information and quick access to documents, it is necessary to minimize the physical presence and remove paper in the files so that development can be achieved in this way. Among the electronic arbitrations that are related to electronic trade arbitrations in Iran. Considering these cases, this article investigates the possibility, nature and role of electronic government in speeding up the legal work of people and arbitration in Iran.

The aim of this study was to develop a model of structural equations to measure the direct and indirect relationship of wisdom based on Components of academic experiences through the mediation of components of Cognitive flexibility between the students of the University of Tehran. The method of current research is in the scope of descriptive-correlational design and the analysis method is structural equation modeling. The statistical population of the present study is included of all male and female postgraduate and doctoral students at the University of Tehran in 2009-2010 who were selected as the sample of the study. The sample size was 357 based on the minimum required subjects for the obvious variables in the model. The sampling method was random multi-stage cluster analysis. In order to collect data and measure research variables, Schmidt et al. (2012) Wisdom, Pace and Kouveh (2002) and Dennis and Vanderwall (2010) cognitive flexibility questionnaires were used. Data analysis was performed using SPSS-23 and AMOS-22 software. The research model was evaluated using the fitting indices of the structural equation model and the path analysis technique. Examination of correlation coefficients showed that academic experiences is able to directly predict wisdom and has a direct and significant effect. Determining the significance of the indirect effect also indicates that the Cognitive flexibility have a mediating role and its mediation share between the variables has been completely positive and significant., it can be concluded that the data to have a good fit with the research model

The aim of this study was to compare theory of mind, Positive and negative cognitive emotion regulation and aggression in students with and without behavioral problems. The study followed a causal-comparative design and all the juveniles between 15 and 18 years of age of Noshahr city composed the statistical population. The sample consisted of 74 adolescents (37 adolescent behavioral problems and 37 normal adolescents). The behavioral problems questionnaire was first performed on 400 high school students in Nowshahr city, and 71 students obtained the required score, 37 of them using Random sampling method was used and 37 adolescents were matched for comparison with this group. In addition to Quay and Peterson Revised Behavior Problem Checklist (1987), Baron-Cohen Reading the mind in the eyes test (2001), cognitive emotion regulation test (2001) and Buss & Perry aggression test (1992) was utilized for data collection. The results of multivariate analysis of variance (MANOVA) showed that there were significant differences between the two groups of juveniles in the theory of mind, positive emotion regulation, and physical aggression variables. Where, the theory of mind and positive cognitive emotion regulation variables negatively, and negative cognitive emotion regulation variable positively predicted the aggression in the juveniles. Conclusion Lack of understanding the mental states of others seems to cause problems in regulating emotion and as a result aggressive behavior and behavioral problems in adolescents.

Adolescence is a crucial period for many mental disorders, particularly emotional disorders. This study aimed to explore the structural relationships between attachment styles and adolescents' emotional disorders considering the mediating role of defense mechanisms and identity styles.

The present study was conducted based on a correlational design and was carried out using structural equation modeling. The statistical population included all high school students in Sari (Mazandaran Province, Iran) studying in the 2019-20 academic year. The study sample included 163 students chosen through a multistage cluster sampling method. The data were collected using the Defense Style Questionnaire (Andrews et al.1993), the Extended Objective Measure of Ego Identity Status-2 (Bennion and Adams, 1986), the Beck Anxiety Inventory (Beck et al., 1990), the Beck Depression Inventory (Beck et al., 1961), and Adult Attachment Inventory (Besharat, 2009). The collected data were analyzed using SPSS/AMOS software (version 25) applying the Structural equation modeling method.

The findings showed that attachment styles (β=-0.23) and defense mechanisms (β=0.75) directly affected emotional disorders. Furthermore, attachment styles indirectly affected emotional disorders via mediating role of defense mechanisms (β=-0.39). Examination of the indicators of model quality also showed that most of the model fit indicators were in the desired range (RMSEA=0.7; GFI=0.95).

In general, mature defense mechanisms, as a protective factor, can mediate the relationship between insecure attachment styles and emotional disorders in adolescents, whereas identity styles cannot. In general, the relationship and effect of attachment styles and defense mechanisms on emotional disorders indicate that developed defense mechanisms can be considered an anti-shock between traumatic attachment styles and emotional disorders in adolescents

Psychologists consider self-injurious behaviors as a self-help activity that helps a person temporarily calm down, and is in fact an aggressive behavior that can lead to suicide as long as it is not treated. The aim of this study was to investigate the effectiveness of transcranial direct current stimulation on brain-behavioral systems and dark personality traits of adolescent with self-injurious behaviors.

 The method of the present study was quasi-experimental with pre-test and post-test design with control and follow-up groups. The statistical population of the study included all male high school students with self-injurious behaviors in Tabriz in the academic year 2019. The sample consisted of 30 students with self-injurious behaviors (includes 15 people in each group). The sample selection method was that first 30 students with self-injurious behaviors were purposefully selected and screened and randomly assigned in two groups. The self-injurious questionnaire, brain-behavioral systems scale and dark personality traits questionnaire were used to collect data. The experimental group was exposed to direct transcranial electrical stimulation for 20 sessions every other day. Data were analyzed using multivariate analysis of variance test and employing SPSS-24 software.

The results showed that transcranial direct current stimulation caused decreased behavioral activation (P<0.001) increased behavioral inhibition(P<0.001) and decreased antisocial behavior(P<0.001) in adolescents with self-injurious behaviors.

According to the findings of this study, it was found that direct transcranial electrical stimulation had an effect on brain-behavioral systems and dark personality traits of students with self-injurious behaviors.

The purpose of this study was to gain the experience of educational practitioners in the field of lesson study and providing basic solutions. This is a qualitative research based on a phenomenological approach. The statistical population of this study consisted of 20 educational agents (educational policy makers, provincial technology heads, educational leaders and experts). Using purposive sampling approach and benchmarking method, 6 policy makers, 5 provincial technology heads, 5 educational leaders, and 4 experts and researchers were selected. The adequacy of the number of participants was determined by theoretical saturation. Semi-structured interviews were used to collect qualitative research data. The validity of the qualitative section was assessed by members' review, data source alignment, and researcher self-review and reliability of the encodings was also assessed using two stability and repeatability indices. According to the qualitative method of the research, the categorization method was used to analyse the data obtained from the interviews using MAXQDA software (version 2018). The findings of the study showed that the educational, professional, organizational, structural, and cultural barriers were considered as a threat to teachers' participation in the research process. Other research findings also indicated what measures to consider to address each of these barriers. Based on the results of the study, it is recommended that policymakers develop strategic plans to promote teaching as a collaborative activity of teachers. All education beneficiaries should also participate in the formation and maintenance of organizational structures that support effective teacher participation in the study.

The aim of this study was to determine the challenges of developing the smart schools from the viewpoint of administrators and teachers of these schools in Babolsar district. The method of collecting information was descriptive, of the kind survey and analysis. At the first step, the information and the questions of this research was obtained through survey and interviews with the main officials of the smart schools’ project in department of Education and Training in Babolsar district. So, the questions related to the questionnaire were collected in a list. Finally, in order to answer the question, the questionnaire was distributed among 21 administrators and 131 teachers in these schools. The results showed that low use of internet among teachers, the weak experience among teachers in using modern teaching methods and the lack of reliable electronic content of lessons were the main challenges of development in the smart schools. The lack of required foundations such as local network and internet connection, the lack of preparation and the necessary backgrounds for using information technology in management of school, lack of motivation and interest in the teaching profession and lack of motivation among students to use the equipment were the least challenges of development in the smart schools in Babolsar district. Finally, if we identify the challenges of the smart schools and equip them with eqipments, the science will exceed the textbooks. Therefore, teaching and learning methods will be expanded from mere remembering to critical thinking and evaluation of information sources.

The objective of this study was to compare three methods of teaching based on the cognitive load theory (CLT), multimedia education, and speech on the level of academic achievement and motivation of students in learning the fourth elementary science course, which was done as a quasi-experimental project. The statistical population of the study selected a school from the schools equipped with information technology in Mahmudabad city. The tools of this research include 1. Researcher learning test made in the fourth science course 2. Questionnaire of academic achievement motivation of the Verland et al. (1985) 3. Scale of academic motivation scale (AMS) and 4. Measurement scale of Pass and Van Merriënboer (1993). The results of the questionnaires and the learning test were analyzed using ANOVA. The results showed that the level of learning, the motivation of students who were influenced by teaching based on the cognitive load theory was significantly higher than students who received multimedia education and speech in science. Also, the mean of the cognitive load was in the speech group (4.47), multimedia group (3.82), and in the training group based on cognitive load theory (3.63). This means that students in the teaching group based on cognitive load theory received less cognitive load than students in other groups.

Due to the importance of information literacy among university students, this research was conducted with the goal of constructing a valid and reliable scale to assess information literacy in undergraduate psychology students. For this purpose, based on the opinion of educational psychologists who had sufficient experience and knowledge, an initial scale with 35 items was prepared. The statistical population of the study included graduate students of Tehran universities in the field of psychology. From the statistical population, 286 people were selected as participants in the study using cluster random sampling method and responded to the scale. By using SPSS software data was analyzed by exploratory and confirmatory factor analysis, correlation coefficient and independent T test. The results of factor analysis indicated after omitting 11items, five factors were displayed which entitled: 1) methodology, 2) conclusion and explanation, 3) information search, 4) statistical knowledge and 5) research knowledge base. Reliability coefficient for total scale’s score was 0.88 and for five aforementioned factors were 0.83, 0.84, 0.71, 0.82, and 0.59 respectively. Results indicated this measure has psychometric goodness of fit and could be used in other research.

The epistemological beliefs research is about how people know the phenomena of the universe, what theories and beliefs they have about to know, and how epistemological assumptions affect to cognitive processes of thinking and reasoning. In recent years, there has been growing interest in researching children's epistemological beliefs. As Feucht(2017) in his study provided evidence that the level of complexity cannot necessarily be associated with more advanced developmental stages of personal epistemology and the complexity of elementary school children's epistemic beliefs was underestimate in the field of personal epistemology; The purpose of this research is to investigate the epistemological beliefs of children. For this purpose, the questions were: 1) What beliefs do elementary students have in third grade, and 2) which conceptual model could be designed based on students' beliefs.

The primary method used in this research is Grounded theory. By using a purposeful sampling method, 20 girl students of the third grade in elementary school with a mean age of 9 years old were select. Various techniques, including "draw, write, tell," an in-depth and semi-structured interview with students, were conducted. Then the data about their beliefs and experiences in the process of acquiring these beliefs were collected and analyzed.

By coding, data categorized, and seven categories emerged. These categories are Individual Mental Scheme, Epistemic Susceptibility, Epistemic Climate, Doubt, Volition, Justification of knowledge, and Multi-dimensional beliefs. The results showed that participants in this research hold multi-dimensional beliefs, which include five dimensions named "Ownership: Authority or Reason, Innateness: Innate or Acquired, Exactness: Certain or Tentative, Simplicity: Simple or Complex, Pace: Quick or Gradual. Dimensions of Exactness, Simplicity, and Ownership have illustrated on nature of knowledge and dimensions of Innateness and Pace have indicated on nature of knowing. All these dimensions can appear in a continuum from naive to sophisticated.

Based on the conceptual model developed in this research, the categories of individual mental schema, epistemic susceptibility and epistemic climate as "Fundamental Components" and categories of doubt, volition, and justification of knowledge in the form of "change mechanism" had contribution in the process of creating and developing epistemological beliefs of students in a way that can lead to formation the multi-dimensional epistemological beliefs. The results of this study will help educators to find new findings of student's beliefs about knowledge and knowing as well as its development process. They can lead to better educational planning by understanding the epistemological beliefs of students.

The aim of this research was to determine the psychometric properties of Moral Identity Questionnaire.

Research method was correlational, and population included 10183 male and female students of Mazandaran University in 2017-2018 academic year. Among them, on the basis of sampling table of Morgan and Krejcie 1970 and through multistage cluster random sampling, 381 students for EFA and 384 students for CFA and reliability (in total 765) of the questionnaire were selected. In the sampling process, four faculties of humanity and social sciences, chemistry, economics and administrative sciences and basic sciences were randomly selected among twelve faculties. From the department of each faculty, two bachelor’s classes, one master class and one PhD class were selected. Totally, 726 students answered the Black and Reynolds’s (2016) moral identity questionnaire. After removing 61 incomplete questionnaires, 665 questionnaires were analyzed.

The results of EFA indicated that the questionnaire has two dimensions of moral self and moral integrity, which was verified by CFA as well. The result of Pearson correlation showed a moderate correlation between the dimensions (r= 0.29, P= 0.0001) and a very strong correlation between moral self dimension (r= 0.74, P= 0.0001), and moral integrity dimension (r=0.85, P=0.0001) with the total score of the questionnaire. Moreover, Cronbach’s alpha for the dimensions and total score varied from 0.80 to 0.85.

MIQ is appropriate for 18 years old subjects and above. It has an acceptable reliability and validity and can be used to measure moral identity of students and other classes of the society to identify moral self and moral integrity factors.

The purpose of this causal-comparative study was to compare moral decision making, moral emotion expectancy, and social problem solving style in single-parent and normal students. The population consisted of all male and female students aged 10 to 15 years referred to Tadavom Counseling Center in Sari during three months (May, June, and July of 2017) for counseling (n=43). The sample consisted of 14 single-parent students and 18 ordinary students (based on willingness to participate and collaborate on research). In this research, we used moral riddles and social problem solving questionnaires. The data of moral decision making and prediction of moral emotions were analyzed using Chi-square test and data from social problem solving questionnaire were analyzed using independent t-test. Results showed no significant difference in moral decision-making, the predicted moral emotions and the problem solving style between single-parent and normal students. Education by parents, modeling for parents, interacting with peers, education and culture would be effective in the growth of moral emotions, moral behaviors, and the problem solving style of children.

Today, Halal brand is not just a religious concept and requirement and is not limited to some specific nationalities. It has become a global symbol for quality guarantee and choosing a certain lifestyle in the realm of business and commerce. On the other hand, Halal as an aspect of Islamic culture has led to a new paradigm in marketing. This study - in form of a comprehensive model- examines perceptual factors affecting the choice of Halal products by muslim tourists traveled to Iran. Considering the purpose, this research, is an developmental one and is considered as descriptive research in terms of nature and method. Data collection performed using questionnaire which is distributed verbal and online. Content and construct validity evaluated. Reliability of the questionnaire was obtained by calculating the coefficients of factor loadings of Cronbach's alpha and composite reliability. Structural equation modeling (SEM) and confirmatory factor analysis (CFA) performed by SPSS and PLS softwares. Results showed that usefulness received and subjective norm has a significant positive impact on the attitude, attitude has a significant positive impact on Halal awareness and tending to choose Halal products, Halal awareness has a significant positive impact on tending to choose Halal products. Besides religious adherence moderates the relationship between subjective norms and attitude and has no such role in the relationship between usefulness received and attitude.