صغری ابراهیمی قوام

This study aimed to determine the effectiveness of schema-based training in the area of autonomy and impaired performance on academic self-efficacy and achievement motivation among female middle school students. The statistical population included female students of the first period of middle school in Tehran province for the academic year 1400-1401. The research method was applied in terms of purpose and semi-experimental in terms of general design, with pre-test, post-test, and control group. Using a multi-stage cluster random sampling method, two schools were selected. From each grade in each school, 10 students were randomly chosen, totaling 60 students, who were then placed in experimental and control groups. Both groups responded to the academic self-efficacy questionnaires by Jerry Jing and Morgan (1999) and achievement motivation by Hermans (1977). The experimental group underwent 9 training sessions. The training package, based on schema, was developed by the researcher and had content and face validity, qualitatively and quantitatively determined by a panel of 10 experts with two validity coefficients: Content Validity Ratio (CVR) and Content Validity Index (CVI). Data analysis was performed using the multivariate analysis of covariance (MANCOVA) test. Results showed that schema-based training significantly and positively affects academic self-efficacy and achievement motivation (p<0.01).

The aim of this study was to investigate the effectiveness of mindfulness-based parenting education program on quality of parent-child relationships and parenting stress of children (under preschool age) in Tehran city.

This study is an applied one, and quasi-experimental study was conducted with a pretest-posttest design with control group and two month’s follow-up was used to collect the data. The statistical population was all parents of children in Tehran city in year 1399. In first, 30 people were selected by available sampling method and then randomly divided into experimental and control groups (15 experimental and 15 control). For the parents of children in the experimental group, the mindfulness-based parenting education program was implemented in 8 sessions, each session lasting two hour. The instruments used in this study include the parent child relationship scale of Pianta (1992) and parenting stress index–short form of Abidin (1995). Data analysis was performed using SPSS software in two sections: descriptive and inferential (analysis of variance with repeated measures and post-hoc Bonferroni).

Results indicated that mindfulness-based parenting education program, significantly improvement quality of parent-child relationships and parenting stress of children (under preschool age) in Tehran city and the results have had enough consistency in the follow-up period, as well (P<0.05).

The study findings proposed that mindfulness-based parenting education program can be used as an effective intervention in order to improvement the quality of parent-child relationships and parenting stress.

Research evidence indicates that several factors play a role in the academic adjustment of students, which due to the importance of parenting styles, psychological capital, quality of life and academic emotions, as well as the research gap in the field of providing a coherent model in this field, conducting more studies is necessary to It seems.

The purpose of the present study was to formulate and test the model of academic adjustment based on perceived parenting styles with the mediation of psychological capital, quality of life and academic emotions.

The present study was a description of the type of correlation studies using structural equations. The statistical population of this research included all the students of the third grade of the second high school for girls and boys of Fardis city (2537 people) in the academic year 2018-2019, of which 570 people were selected as a statistical sample based on the cluster sampling method. The data collection tools include 5 questionnaires of perceived parenting methods of McLone and Merrell (1998), quality of life questionnaire (Muntzari et al., 2014), Lutans et al. psychological capital questionnaire (2007), Pakran academic emotions questionnaire (2002) and the academic adjustment questionnaire of Sinha and Singh (1993). The data were analyzed by Pearson's correlation test and structural equations.

The results showed that perceived parenting styles, psychological capital, quality of life and academic emotions have a direct and significant effect on academic adjustment (P< 0.05). Also, parenting styles perceived through mediating variables had an indirect and significant effect on academic adjustment (P< 0.001).

Based on the results of this study, it can be said that the structural model of the research has a good fit, and therefore, the use and application of this model in the problems of academic adjustment of students can be helpful to educational psychologists, teachers, managers, parents and education specialists

This research was conducted with the aim of investigating the impact of anger management training on social adaptation, endurance and courage of students in Sari city.

The study method is a semi-experimental study with a pre-test-post-test design with a control group. Also, this research was practical in terms of purpose. The statistical population includes all tenth grade male students of Sari city who were studying in the academic year 1402-1401. In the present research, from the mentioned statistical population, using the multi-stage cluster sampling method, first, district two was randomly selected from the two education districts of Sari city and among the schools of this district, one school was Randomly selected and among the 10th grade classes, a class of 20 students was selected as an experimental group and a class of 20 students was selected as a control group. Then the anger management intervention was implemented in eight 90-minute sessions on the experimental group, but no intervention was done on the control group. The California Social Adaptation Questionnaire (1953), Gambrill and Ritchie's Boldness Questionnaire (1975) and Connor and Davidson's Resilience Questionnaire (2003) were used to collect information. SPSS version 26 software was used for data analysis.

The results of covariance analysis showed that anger management training has a positive and significant effect on students' social adaptation, students' resilience and students' courage.

Dyslexia is an unpredictable neurological problem. One of the language components for dyslexics is the use of compensatory strategies. Although the use of phonological methods to improve reading is very common among Persian language researchers, compensatory strategies in the Persian language have not received much attention. Therefore, examining and applying these language strategies in the Persian language is one of the necessities of designing improvement methods for dyslexics, which few studies have addressed.

The aim of the present study was to investigate the effect of using cognitive compensatory strategies based on special processing of dyslexia on text comprehension, reading accuracy, and speed in Persian-speaking children.

The method of the present research is a pre-test-post-test type experiment. The statistical population was all the second-grade students of the dyslexic primary school in Semnan, from which a sample was selected using a random cluster method. A total of 31 people were selected for the sample. The research tools were the Frostig Visual Perception Test (Frostig, 1996), Shirazi and Nilipour's reading test (2010), and the researcher's test. The provided training protocol was (Clark Wellion, 2011). For data analysis, a covariance analysis test was used in spss software.

Examining the covariance of visual perception levels (high-medium) on the post-test scores of the group trained in the compensatory method shows that the effect of visual perception is effective in reducing reading errors and also the length of reading time according to a significance level lower than 0.05.

According to the findings of this research, it can be concluded that the use of compensatory and phonological methods together can help to improve the accuracy, speed, and comprehension of dyslexic texts; Therefore, to improve reading components in dyslexics, different cognitive abilities and compensatory strategies used in them should be known and used.

Competence is a structure that casts a shadow over all the weaknesses and excellent performances of a teacher like an umbrella. The purpose of this study is to identify the dimensions and components of teachers' professional competence in the level of the Islamic Republic of Iran. The grounded theory qualitative research method has been used. The community of this research included experts in educational sciences and all developmental documents and theoretical foundations, and 11 people were selected as the research sample based on the two factors of expertise and experience, from university professors until the data reached theoretical saturation through targeted sampling; The data collection tools were semi-structured interviews, focus group discussions and documents related to the topic. After the implementation of the interviews, primary data analysis was done through inductive content analysis using open, central and selective coding techniques and using Max QDA software for qualitative data analysis. Validity was confirmed by the three-way method of data sources, and its reliability was obtained by the agreement method between two coders of 86.03%, which shows high concordance and adequate reliability. The research findings were identified in 4 dimensions and 19 components and 96 sub-components, which are: professional knowledge, professional practice, professional commitment and professional identity development. Therefore, professional competence including professional ethics, adherence to religious values and professional competence has been explained and should be used in new methods of teacher training.

The current research was conducted with the aim of designing and validating Sternberg's successful intelligence training package and its effectiveness on the vitality of 11th grade students. The research method was semi-experimental and in terms of quantitative and qualitative underlying paradigm, it was practical in terms of purpose. The statistical population of the research was 11th grade female students of Zahedan city in the academic year of 1401-1400. The research sample consisted of 60 female students of Farzangan, Zahedan city, who were first selected through available sampling method and then randomly assigned to experimental and control groups (30 people in each group). After the pre-test, the students of the experimental group were exposed to the training of the components of successful intelligence for 10 sessions. Then the data related to the post-test was collected. The research tool was the academic vitality questionnaire (Martin and Marsh, 2008). Data analysis using covariance analysis method showed that there is a significant difference (p>.1.) between the experimental group and the control group in terms of academic vitality. Therefore, teachers can use Sternberg's theory of successful intelligence in their educational system as an effective teaching method to increase the academic vitality of students.

Abstract The prevention of the damages of relation with the opposite sex during adolescence is of great importance because it is at this time that dating behaviors begin, behavioral norms are established, and all kinds of harms following improper relation with the opposite sex begin to appear. This research was conducted with the aim of developing and validating a self-care educational package that reduces the damages of relation with the opposite sex based on the theory of planned behavior and its effectiveness on the cognitive emotion regulation of adolescent girl students. The statistical sample for the purpose of validating the produced educational package included 12 experts who had expertise in adolescent issues, who were selected in a purposeful way. The statistical sample in the quantitative section consisted of 40 high school girl students in the 20th district of Tehran who were selected by a multi-stage sampling method. The research tool included the Cognitive Emotion Regulation Questionnaire Garnefski & Kraaij. Statistical analysis was done in the quantitative part using covariance analysis in SPSS software. The results in the qualitative part showed that the self-care educational package that reduces the damages of relation with the opposite sex based on the theory of planned behavior has good validity. In the quantitative part, the results of the multivariate covariance analysis test showed that the average of cognitive emotion regulation in the students of the self-care training group that reduces the damages of relation with the opposite sex based on the theory of planned behavior was higher than that of the subjects in the control group. (Sig=0.001). Therefore, the educational package of self-care that reduces the damages of relation with the opposite sex based on the theory of planned behavior was effective on the cognitive emotion regulation of adolescent girl students. The self-care educational package that reduces the damages of relation with the opposite sex, based on the theory of planned behavior, can be a practical tool to improve the abilities of adolescents and be effective in improving cognitive emotion regulation in adolescent girls.

This study aimed to compare the levels of critical thinking based on decision making styles and behavioral brain systems through a causal comparative study. The research population consists of all students of the master's degree in psychology in Allameh Tabataba'i University in the second semester of 2017-18. A sample of 117 men and women was selected by convenience sampling. Then, Critical Thinking Questionnaire, Behavioral Brain System Scale and Decision-Making Styles Questionnaire were completed. The results of ANOVA and independent t-test revealed a significant difference between critical thinking of the two modes of behavioral brain system. In terms of decision-making styles, critical thinking did not show significant differences between individuals with rational and intuitive styles. Therefore, it can be concluded that individual characteristics, particularly the type of decision-making style and type of brain-behavioral system, can affect critical thinking. Critical thinking involves the conceptualization, analysis, synthesis, and evaluation of information obtained through observation, experience, reasoning, or communication (Porter, 2018; Ulger, 2018). A lack of critical thinking can lead to rigid thinking; therefore, it is necessary to understand the nature and function of critical thinking and its development in the academic community in a comprehensive and accurate manner (Aihua, 2017). Furthermore, to assess each situation, individuals need decision-making skills to choose the most desirable solution from two or more strategies to achieve a specific goal (Lombardi et al., 2017). In this regard, studies have reported a significant relationship between decision-making styles and critical thinking (Kashaninia, Hosseini, and Yusliani, 2016; Zare and Nahravanian, 2017). We can explain this difference in decision-making styles by the personality traits of individuals and the way they deal with problems (Urieta et al., 2022).The theory of "reinforcement sensitivity" is one of the theories proposed to explain differences among individuals due to their sensitivity in the two basic systems of behavioral activation and behavioral inhibition in the brain (Sommer, van der Molen, and De Pascalis, 2016). The relationships among these variables have been examined. Meanwhile, researchers have not studied a person's critical thinking in terms of both decision-making style and brain-behavioral system. In addition, previous research has been conducted in the nursing students, and have reported conflicting results. Brain-behavioral systems and decision-making styles affect how one responds to the environment, while critical thinking is affected by the judgmental nature of mental health domains. Therefore, studying this issue in psychology students who need clinical judgment for their professional requirements is essential. To this end, the present study addresses the question: "Is critical thinking different among psychology students with different decision-making styles and behavioral brain systems?" The statistical population of this causal-comparative study included Master’s of Psychology students (all majors) of Allameh Tabataba'i University in the second semester of 2017-18. The statistical sample included 117 people who met the inclusion criteria. We used the following tools to measure the variables considered in the present study:California Critical Thinking Skills Test: This test has 34 multiple-choice questions, including 20 questions with four options and 14 questions with five options. Scores range from zero to 34. We obtained the reliability of the test using the Kuder-Richardson coefficient from 0.68 to 0.70. Mehrinejad (2007) reported the reliability of the adapted form of the test as 0.78 using the half-split method and as 0.83 using the Cronbach's alpha coefficient for the whole test. Cronbach's alpha in this study was 0.79.Scott and Bruce Decision-Making Styles Questionnaire: This tool has 25 items designed as a five-point Likert scale. The score in this questionnaire ranges from 25 to 125. Scott and Bruce (1995) reported the reliability coefficient of this questionnaire for each of the subscales using Cronbach's alpha as 0.85 for rational style, 0.84 for intuitive style, 0.86 for dependency style, 0.94 for instant style, and 0.87 for avoidance style. In their study, Zarea and Arab Sheibani (2010) also calculated the reliability of this tool using Cronbach's alpha for each of the subscales as 0.77  for rational style, 0.78 for intuitive style, 0.76 for dependence style, 0.86  for instant style, and 0.83 for avoidance style. In the present study, Cronbach's alpha was 0.82.Behavioral Inhibition / Activation Systems Questionnaire: This questionnaire has 24 items, four of which do not affect scoring. As a result, the main form of this scale has 20 questions, which consists of two general factors of inhibition (7 questions) and activation (13 questions). Mohammadi (2008) reported psychometric properties of the Persian version of this scale in Iran among a sample of students from Shiraz. He also reported the validity as 0.68 for the activation subscale (BAS) and 0.71 for the inhibition subscale (BIS). We obtained its Cronbach's alpha as 0.84.We used statistics such as frequency, mean, standard deviation, independent t-test and ANOVA to describe the data. A total of 117 students (77 females and 40 males) with a mean age of 25.29 ± 3.93 years for males and 26.15 ± 2.85 years for females.According to Table 1, BAS dimension scored higher than BIS dimension, the rational and intuitive styles had the highest mean, and the instantaneous and avoidant styles had the lowest mean. Then, we used the independent t-test to measure the difference in critical thinking of individuals in terms of the subscales of brain-behavioral system and gender. The results show that critical thinking was significantly different between the two brain-behavioral subscales (t = 3.84; p < 0.001), and critical thinking had a higher mean on the BAS subscale. In addition, critical thinking was different between the two sexes (t = -2.39; p <0.01), and the mean scores were higher in men than those in women.The difference between critical thinking of individuals and different decision-making styles was investigated using one-way ANOVA, which revealed a significant difference between the groups (t = 97.63; p <0.01). In addition, Tukey’s post hoc test in Table 2 shows the differences between the groups.Tukey's test showed a significant difference between rational style and all styles except intuitive style. There was also a significant difference in critical thinking between the intuitive and other decision-making styles, i.e., dependent, instantaneous and avoidant (p <0.001). On the other hand, the dependent style significantly differs from the instantaneous style, but it is not significantly different from the avoidant style (p> 0.07). In addition, this difference was significant between avoidant and instantaneous styles (p <0.001). In general, the present study showed that underlying characteristics such as decision-making style and arousal of inhibitory or activating behavioral areas in the brain play a role in developing critical thinking. Another significant result of this study is that individuals with critical thinking skills can achieve higher scores with rational and intuitive decision-making styles. This result proves that we can use the tacit readiness by emphasizing individual differences for effective action in the critical challenges and use the available tools and facilities to the best of their ability if we select the right people for the job. We can also conclude that psychologists should be selected clinical work from among those with higher critical thinking or a more favorable background Fatigue due to completing the questionnaires and the impossibility of conducting the test were the limitations of this study. Further studies are recommended to focus on the effects of mental states and situational effects such as situational anxiety.

This research was conducted with the aim of determining the effectiveness of the classroom management training package, based on the selection theory, on the academic engagement of the first secondary level students in the academic year of 2020-2021.

The research was semi-experimental with a pre-test-post-test and follow-up design with experimental and control groups. The statistical population of the research was all the students of the first secondary level in the academic year of 2019 400, and two classes were selected in the accessible way after matching and were randomly replaced in the experimental and control groups. The classroom management guidance package, which was validated in another study, was taught to the teachers of the experimental group and the control group did not receive any training. Rio's academic engagement questionnaire (2013) was used to measure students' academic engagement in pre-test, post-test and follow-up. To analyze the data with the help of SPSS software version 18, the statistical methods of univariate analysis of covariance, paired t test and covariance analysis with repeated measurements were used.

ANOVA results with repeated measurements for the variable of students' academic involvement showed a significant difference between the pre-test and post-test and no significant difference between the post-test and the follow-up of the experimental group (P<0.01), which indicates the effect of the intervention variable on the students' involvement in the post-test and the stability of the results. It was in the follow-up test. There was no significant difference between the pre-test and the post-test of the control group.

The instructional package of classroom management style based on choice theory has an effect on students' academic engagement.

Studies show that parentless or neglectful parenting children are more exposed to psychological damage and problems, and this issue clarifies the need to address this area. The aim of this study was to investigate the effectiveness of the play-based resilience training package on children's self-control under the guardianship of the welfare organization.

This study was a quasi-experimental design with a pretest-posttest and a control group. The statistical population included children aged five to seven years under the guardianship of Tehran province welfare in 2019. As the first step, five centers were selected by purposeful method, then thirty children with research criteria were randomly assigned to the experimental and control groups, fifteen children in each. The instruments used in this study included the self-control questionnaire by Kendall Wilcox1979, the child and youth resilience measure (CYRM) by Ungar & Liebenber2009 and the play-based resilience training package. After the pre-test for both groups, the resilience training package was performed in fourteen sessions for the experimental group. The post-test was performed again for both the experimental and control groups. The data were analyzed by descriptive statistics(univariate and multivariate analysis of covariance) by SPSS26.

The results of multivariate analysis of covariance showed that in all components of self-control (self-control, impulsivity, and self-control-impulsivity) and Total self-control, changes in the scores of the experimental group were significant. (P<0.05) 

The results of this study indicate that the play-based resilience training package has been effective in increasing the self-control of children under welfare guardianship.

The main purpose of this study was to investigate the effect of stress and egocentricity on depression and aggression mediated by emotion regulation difficulties. The statistical population of this study was adults (20-60 years old) in Isfahan in 2017 and 700 participants were selected by convenience sampling method. The measures consisted of Aggression questionnaire (Bryant & Smith, 2001), the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004), the Depression, Anxiety, and Stress Scales (Lovibond & Lovibond, 1995), Psychopathic Personality Inventory-Revised (Sörman, 2016), Symptom Checklist-90- Revised (Derogatis, 1997). The structural equations modeling, Bootstrapping, and analysis of variance method have been used for data analysis.The results confirmed the direct effect of egocentricity on difficulties in Emotion Regulation and aggression. The results showed the direct effect of stress on Emotion Regulation difficulties and depression. Emotion Regulation difficulties have a direct effect on depression and aggression. The mediating analysis showed that stress has an indirect effect on depression mediated by difficulty in emotion regulation. Results highlight the role of emotion regulation difficulties and poverty in the prevalence and persistence of depression and aggression.

this study was done to determine the effectiveness of executive function based parenting education program on cognitive flexibility and inhibitory control of preschool children. The research was a quasi–experimental study with a pretest–posttest–follow–up and a control group design. The statistical population consisted of approximately 8400 mothers with sons aged 4-6 years who had registered their children in the preschool centers of one of the twenty-two districts of Tehran in the academic year of 2021-2022. Cluster Multi-stage sampling was done and according to the entry and exit criteria of the study, 32 people were selected and randomly divided into two experimental and control groups of 16. To collect data, The Parenting Styles and Dimensions Questionnaire (PSDQ) (Robinson et al., 1995) and the Behavior Rating Inventory of Executive Function Preschool Version (BRIEF-P)(Gioia et al., 2003) were used. The executive function based parenting package(Ghasemi et al., 1401) for the experimental group was implemented in eight 70-minute sessions. The obtained data were analyzed using descriptive statistics, as well as inferential statistics, such as repeated–measures Analysis of Variance (ANOVA) and Bonferroni post–hoc test using SPSS18. The results showed that there is a significant difference between the average score of the child's cognitive flexibility and inhibitory control in the pre-test stage with the post-test (p<0.01) and the pre-test stage with the follow-up (p<0.01). Also, the results of the Benferroni test for grades in three stages of measurement showed that there is stability in the results. Therefore, if parents are exposed to this parenting intervention, it is expected that their children's cognitive flexibility and inhibitory control will improve.

The aim of the present research was to formulate and validate an educational package of academic resilience based on an integrated monotheistic approach using Oser and Baeriswyl's educational model. The research was applied in terms of purpose and is qualitative in terms of method. For validating the package, by the snowball sampling, the formulated protocol along with the questionnaire of package evaluation was sent to fifty people among the population of university professors, expert teachers, psychologists, and counselors. They responded to the questionnaire and it continued till the saturation stage, when finally 24 people answered it. Content Validity Ratio (CVR) was 0.548 that confirmed an appropriate validity according to experts' view. One-sample t-test was applied to calculate the validity of the educational package. The results showed that all the elements of the package were significantly (α ≤ 0.01) higher than the mean (M = 2) and were confirmed by the respondents. Finally, one-sample t-test on closed eight sessions regarding the elements of package content, including relevance, clarity, and simplicity, was significantly higher than the mean, and according to the respondents, the elements making up the meetings had the criterion of relevance, clarity, and simplicity.

The aim of this study was to evaluate the effectiveness of cognitive-behavioral hypnotherapy on self-esteem, excitement and anger control in homeless and neglected girls in preventing victimization. The research method is quasi-experimental with pre-test-post-test design with control group. The independent variable is cognitive-behavioral hypnotherapy and the dependent variables are self-esteem, excitement and anger control of homeless and abused girls living in the welfare of Ahvaz. The statistical population of the present study was girls living in the welfare boarding center during the first half of the year 2021. The sample size includes 20 people available in two groups at random. The experimental group underwent hypnotherapy twice a week for 8 sessions of 90 minutes. Coopersmith self-esteem scale, Zuckerman emotion questionnaire and Spielberger anger questionnaire were used to collect data. The results of the study of the effect of hypnotherapy on the self-esteem of homeless and neglected girls show that the group who experienced the treatment received higher scores in self-esteem and the effect of treatment on them has been positive. Findings from the study of cognitive-behavioral hypnotherapy training on the level of excitement of homeless and badly supervised girls in victim prevention, show that hypnotherapy treatment has reduced the level of excitement and risky behaviors in the experimental group. The results of cognitive-behavioral hypnotherapy training on the control of anger in homeless and neglected girls in preventing victimization, show that hypnotherapy treatment can have a direct positive effect on anger.

The Aim Of This Study Was To Investigate The Effectiveness Of Critical Thinking Training Package In Adolescents' Attitudes And Harmful Use Of Virtual Social Networks Among High School Students. The Test Is With The Control Group. The Statistical Population Included All High School Students In Esfarayen In 2021-2022, Which According To The Type Of Research, 40 Students Were Selected By Cluster Sampling And Randomly Replaced In Experimental Groups. In This Study, The Experimental Group Was Given A Critical Thinking Training Package In Eleven 60-Minute Sessions; But The Control Group Did Not Receive Any Intervention. The Research Tool Is The Internet Attitude Questionnaire (IAS-4) Which Has 40 Questions And The Researcher-Made Questionnaire Harmful Use Of Social Networks Which Has 52 Questions. Validity And Reliability Of The Researcher-Made Questionnaire Were Reported Using Face Validity Method To Determine Its Reliability And Cronbach's Alpha Coefficient (0.89) To Determine Its Reliability. Data Were Analyzed Using Multivariate Analysis Of Covariance. The Results Showed That The Critical Thinking Training Package In The Harmful Use Of Virtual Social Networks Has Created A Significant Difference Between The Two Groups (P <0.01, F = 51.244 / 224, W = 0.150) .The Results Also Showed That There Is A Significant Difference Between The Experimental Groups In The Critical Thinking Training Package In Adolescents' Attitudes Toward Virtual Social Networks (P <0.01, F = 51.451, W = 0.384). The Results Of This Study Can Be Used To Reduce Harmful Behaviors In The Use Of Virtual Networks Among Students.

Many disciplines in the collection of medical sciences and engineering are based on the basis of chemistry. In order to continue teaching learners in the coronavirus disease situation and to continue the curriculum, various solutions have been proposed and presented, among which it is expected that using technology, the method of educators changes from the traditional approach. New ideas that learners encounter in the face of abstract concepts of chemistry are often outside their conceptual understanding and often lead to alternative and misunderstood concepts. Learners also face additional difficulties in understanding abstract concepts in the online and offline virtual learning space. In order to overcome the problems of understanding concepts in learners and improve learning in virtual space, educators can use appropriate analogies in chemistry classes that create a kinetic scheme in the minds of learners. Therefore, in order to create more understanding in the virtual training of courses related to chemistry and biochemistry in the coronavirus disease situation, it is necessary for the virtual teacher to try to compensate the lack of face-to-face communication by providing learning activities appropriate to the abstract nature of scientific concepts. The instructor's familiarity with this subject and the preparation of content based on animation techniques and dynamic graphic images that facilitate movement representation in the analogies used in the learner's mind are recommended instead of one-sided lectures in online virtual classes or offline content.

The present study was conducted to determine the effective disciplinary methods of educators on reducing child abuse in one of the boarding centers covered by welfare. The research method is qualitative case study and sampling method is available. To conduct this study, a sample of educators working in one of the girls' private boarding centers under the auspices of the Welfare of Tehran agreed to participate in the study. Data were collected through observation, interview, questionnaire and daily report book. Educators were divided into two groups based on the extent of child abuse during their hours of attendance: effective educators (with relatively low levels of child abuse) and less effective educators (with relatively high levels of child abuse). The disciplinary methods they use to manage children's behavior were compared. Three-step coding technique (open, axial and selective) was used to analyze the data. According to the results, the dominant approach in the disciplinary activities of effective educators was the comprehensive versus traditional approach. In other words, effective educators used comprehensive, supportive and participatory activities in the components of relationships, respect, interaction, engagement, and environment to establish discipline, and less effective educators used traditional activities based on reward, punishment, and control.

 Supporting and managing the emotions of the learning-teaching process is very important and requires designing safe learning environments in terms of cognitive experiences, psychosocial relationships, and emotional feelings. This study aimed to develop and validate of instructional design model based on Control-Value Theory (CVT) of achievement emotions to improve the psychological health and performance of learners and educators.

 The research method was qualitative, and we used the inductive content analysis technique. The studies related to CVT theory were searched from 2007 to 2021 in different databases, and 175 articles were selected out of them. Based on the purposive sampling method, 63 articles were chosen for further analysis. In a systematic approach, themes related to essential components of CVT were recognized and coded in the form of key sentences in a table. Then, the codes were categorized based on similarities and differences in general categories. Finally, an instructional design model based on CVT was designed. The model was sent to 20 specialists in the fields of Educational Technology and Educational Psychology content validation. Of them, 12 experts completed the questionnaire, and the results were analyzed.

 Based on the analyses, the main components of CVT were identified. Then, by combining instructional design principles, the experts presented and approved an instructional design model based on CVT of achievement emotions with eight components: learning environment, cognitive appraisal, emotion, achievement, learning, evaluation, design, and learner.

 The instructional design model based on CVT of achievement emotions is very effective at the micro and macro levels at all academic levels and various majors such as medicine, humanities, and basic sciences. It promises a rich teaching-learning environment in terms of achievement emotions.

The atmosphere and environment in which the training takes place affects the motivation and learning of the individual with different qualities. Environmental-social factors are as the spirit of the universities. The aim of this study was to develop a model of the impact of environmental and social factors on the cycle of academic motivation- lifelong learning of police students. This research is of quantitative-qualitative type. The statistical population of this study, in the quantitative part, were all students of Amin police University in associate and bachelor degrees, which were 733 people, 219 of whom were selected by stratified sampling method, and in the qualitative part included professors and elites. A focus group of 10 of them was purposefully formed as a sample. Researcher-made tool of environmental-social factors affecting academic motivation and learning, Harter standard motivation questionnaire (1981) and lifelong learning questionnaire of Wetzel et al. (2010) were used in quantitative part and semi-structured interview form in qualitative part. Analysis of quantitative data showed that the variables of family relationship with university, reduction of extra programs positively and civilian relations negatively were the most important variables predicting academic motivation. Also, the variables of civil relations and feedback mechanisms, lack of stress and space were all positively the most important predictors of learning in students of Amin police University. According to the results of the focus group, while the academic motivation of police students is more influenced by military discipline, lifelong learning is influenced by the feedback mechanism

New ideas that learners encounter in the content of basic sciences and courses with abstract meanings are often outside their conceptual domain and often lead to alternative and misunderstood concepts. Therefore, educators need a way to teach that content and process are not blocked in the way of inclusive learning with alternative concepts. In this article, the POGIL method is introduced as an approach to improve learners' learning. The POGIL method was first developed for undergraduate chemistry courses and has now spread to high school chemistry, biology classes and many other disciplines. POGIL approach with an exploratory and active base, allows the instructor in the field of action to combine her/his POGIL activities and different methods to perform her/his leadership role optimally. In this paper, the steps of implementing the POGIL approach are explained and then the steps of its implementation on the concept of pure and impure matter, mixtures and saturation of solutions are examined as an example.

To help with the improvement of academic engagement, a structural model incorporating social and individual variables was deemed necessary. Hence, such a model was designed and evaluated with the help of a cluster sample of 511 high school juniors in Hamedan. A battery of questionnaires was used to collect data. The Anderson & Gerbing’s two- step approach was used to define the proposed structural model. This model well fitted the research population (X2/DF= 0.004, MSEA=1.87). Data analyses revealed that the effect of perceived social support on academic engagement is more indirect than direct, as it was assumed. Hence, developmental and psychological capitals, as well as psychological well-being are supportive mediators, although the role of psychological well-being as a second level variable, was not confirmed. All in all, the model explains 37% of the variance in academic engagement. It is thus concluded that increasing perceived social support can improve developmental and psychological capitals, and psychological well-being, leading to improved academic engagement.

This study executed for the development of thinking instructional design models based on Vygotsky's sociocultural theory. The research was a mixed-method and Research design was exploratory design. The design consists of two consecutive qualitative and quantitative parts. In the qualitative section, by using the thematic analysis method, the scientific texts selected by purposeful method, consisted of 18 books and 40 articles, study and analysis. Also interviewed with 6 people of instructional design and educational psychology experts by focus group method and model developed. In the quantitative part, the developed model was validated. For internal validation, a developed model associated with the Researcher made a questionnaire with the determination of validity and Reliability coefficient 0/72 in the Cronbach alpha method, for 15 experts for judgment send and data analyzed. From the extracted themes, experts selected 3 global themes and 15 organizing themes and presented a model after determining the interaction between them. Analysis of the data obtained from the implementation of a researcher-made questionnaire for model internal validation by one-sample t-test showed that the mean of the respondents' responses to each question was significantly higher than the average of the scores in each question and as a result, the model had appropriate internal validity.

Deep and sustainable learning requires a safe and healthy environment. Moreover, paying attention to the intertwined emotional, motivational, cognitive and social processes in the teaching-learning process is vital. Academic achievement motivation and self-regulated learning (SRL) are two important elements in this process that are influenced by the achievement emotions in the learning environment. Therefore, the aim of this study is to evaluate the effectiveness of instructional design model based on control-value theory of achievement emotions (CVT), on academic achievement motivation and self-regulation learning. 

The research was quantitative and performed by Nonequlment design control group. The statistical population included female second year high school students in Tehran in the academic year of 1997-98, who were selected by multi-stage cluster random sampling in two experimental and control groups. The experimental group was trained according to the instructional design model based on CVT theory and the control group did not receive this training method. The questionnaire of academic achievement motivation and self-regulated learning was administered to the experimental and control groups as pre-test and post-test before and after the implementation of the model. Data were analyzed by inferential and descriptive statistics using SPSS software and multivariate covariance. 

The results of univariate analysis of covariance of group effect on the scores of dependent variables show that there is a significant difference between the experimental and control groups in cognitive strategy (F=11/94, P>0/05, η2=0/14), metacognition strategy (F=56/06, P>0/05, η2=0/44), motivational beliefs (F=6/36, P>0/05, η2=0/08) and academic achievement motivation (F=10/69, P>0/05, η2 =0/13). 

The result of this study show that the use of instructional design model based on CVT theory has a positive effect on cognitive strategies, metacognition strategies, motivational beliefs and learnerschr('39') academic achievement motivation.