مجید پاکدامن

The implementation of self-regulated learning plays a role in reducing students' anxiety and increasing the level of deeper information processing in them. Among the applications of education based on self-regulation is its role in increasing students' self-efficacy, which has received less attention from researchers so far. There is a research gap regarding the effectiveness of integrated education based on self-regulation on students' self-efficacy.

This research was conducted with the aim of comparing the efficacy of the integrated and face-to-face education program based on self-regulation on the self-efficacy of sixth grade elementary School female students.

The method of the current research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all sixth grade elementary School female students of Qaenat city in the academic year of 2022-2023. 54 students were selected from among the students of the statistical community using convenience sampling method, And they were randomly assigned in two experimental groups (18 people in the integrated training group based on self-regulation, 18 people in the face-to-face training group based on self-regulation) and a control group (18 people). The data collection tool in this research was the self-efficacy questionnaire (Sherer et al., 1982). Integrated training sessions (researcher-made) were held in 8 weeks for the first experimental group, and face-to-face training group sessions were held in 7 weeks for the second experimental group. Analysis of the research data was done using covariance analysis method and using SPSS-24 software.

The results showed that there is a significant difference between the effectiveness of two methods of integrated and face-to-face education based on self-regulation on students' self-efficacy, And integrated training is more effective than face-to-face training in increasing self-efficacy (P< 0.01). In addition, the average of both integrated and face-to-face education groups was more effective on students' self-efficacy than the control group (P< 0.01).

According to the findings of the present research on the greater effectiveness of integrated education based on self-regulation on the self-efficacy of elementary school students, The use of this educational method is suggested to educational psychologists, school counselors and all officials in the field of education.

Identifying the factors that contribute to the self-expression of teenage students is crucial for facilitating effective individual and interpersonal communication and interactions. Therefore, this study was conducted to examine the role of self-esteem and family communication patterns in predicting teenagers' assertiveness.

The research method was descriptive-correlation. The research population included all female students of the first secondary school in Birjand city in the academic year of 2021-2022, of which 204 people were selected as a sample using the available sampling method. The tools used were Rosenberg's self-esteem questionnaires (1965), Koerner and Fitzpatrick's family communication patterns (2002), and Gambridge and Ritchie's self-expression (1975), which were completed by the participants. Data analysis was done with SPSS version 24 software and Pearson's correlation coefficient test and multiple regression simultaneously.

The results showed that there was a positive and significant relationship between self-esteem (r=0.583) and family communication patterns (r=0.582) with self-expression, and self-esteem and family communication patterns explained 41.3% of the variance assertiveness (p<0.01).

The research results demonstrate the significance of self-esteem and family communication patterns in enhancing students' self-expression. Therefore, by nurturing self-esteem and enhancing family communication patterns, it becomes feasible to facilitate the growth of self-expression among teenage students.

The present research was conducted with the aim of the effectiveness of the self-regulation training package based on creative presentation to motivate the academic progress and academic self-regulation of primary school students.

The method of this research was applied in terms of purpose and in terms of the nature of the data, it was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all the students of the second year of elementary school studying in Gonabad city in the academic year of 2019-2019. According to the purpose of the research, a sample of 30 students was selected using available sampling and according to the entry and exit criteria, and they were randomly assigned to two experimental and control groups. In the pre-test stages, the participants responded to Hermans' (1970) academic achievement motivation scales and Pintrich and DeGroot's (1990) self-regulated learning strategies. Then, during the intervention process, the experimental group received self-regulation training based on creative play during nine 90-minute sessions, and the control group received regular daily training. After the end of the intervention, both groups once again completed the scales of academic achievement motivation and self-regulated learning strategies. Data analysis was done using the univariate covariance test and spss.26 software.

The results showed that the self-regulation training package based on creative performance was significantly effective in motivating the academic progress and academic self-regulation of primary school students.

Based on the findings of the present research, it can be said that the self-regulation training package based on creative presentation leads to the improvement of the motivation of academic progress and academic self-regulation of students

The present study was conducted with the aim of developing and validating a self-regulation educational package based on creative presentation and determining its effectiveness in motivating the academic progress of elementary school students.

The research method in the program compilation and validation phase was a descriptive-analytical method. To validate the program, content validity method was used by 10 experts and two relative content validity coefficients (CVR) and content validity index (CVI) were used. The method of the present research was quantitative in terms of practical purpose and in terms of the nature of the data, it was quasi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all students of the second year of elementary school in Gonabad city in the academic year of 2019-1400. According to the purpose of the research, a sample of 30 students was selected using available sampling and according to the entry and exit criteria, and they were randomly assigned to two experimental and control groups. In the pre-test stages, the participants completed the Hermans (1970) academic achievement motivation scale; And then, during the intervention process, the experimental group received the training package during nine 90-minute sessions, and the control group received regular daily training. After the end of the intervention, both groups responded to the academic achievement motivation scale once again in the post-test stages. Data analysis was done using univariate covariance analysis and spss.26 software.

The results showed that the minimum and maximum content validity index (CVI) for each material or program component were (0.8 and 1), respectively, and the minimum and maximum content validity index (CVR) for each material or program component, respectively ( 0.7 and 1) were obtained. The self-regulation training package based on creative performance had a significant effect on the academic motivation of primary school students compared to the test group. 

It seems that the self-regulating educational package based on creative presentation of primary school students has appropriate content validity and has the necessary validity for educational, clinical and research applications and can play a significant role in reducing students' academic problems.

The present study was conducted with the aim of evaluating the effectiveness of the educational package of basic psychological processes on improving the processing speed and mathematical progress of elementary school students with learning disabilities in mathematics. The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population of this research included all female students with second grade math disorder who have referred to Tolu Qain Special Learning Difficulties Training Center in the academic year of 1400-1399, the total number of these students was 20, which is a sample They were randomly placed in two experimental and control groups. Prepare worksheets in 20 different areas of psychological processes and the experimental group was trained for 20 sessions of 45 minutes, while the control group did not receive any training. To collect data, the processing speed subscale of the fourth edition of the Wechsler Intelligence Scale for children (Wechsler, 2003), the Iran KIMAT math test, and two tests developed by the researcher of the Mathematical Progress (Qorbanpour, 2019) were used. Data were analyzed using multivariate analysis of covariance. The obtained results showed a significant difference between the two experimental and control groups in the post-test. This means that education has been effective in improving the processing speed and math progress of students with math disorders. Based on the obtained results, paying attention to the educational strategies of basic psychological processes can lead to promising results in the education and rehabilitation of students with learning disabilities, and it can be used as an effective intervention method.

The purpose of the present study was to determine the effectiveness of self-regulation training on the psychological well-being and social participation of students. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population included the sixth-grade students of Qaenat city in the academic year 2022-2023. The sample size of the research included 36 female students who were selected by available sampling method and randomly assigned to two groups (18 people in each group). The research tools included the Social Participation Questionnaire (CPQ) by Sohrabi et al. (2009) and the Riff Psychological Well-Being Scale Short Form (RSPWB-SF) by Riff (2002). The control group did not receive any intervention, but the experimental group received self-regulation intervention during seven sessions (in seven ninety-minute sessions and one session each week). Multivariate covariance analysis was used to analyze the data. The findings showed that by controlling the pre-test between the post-test average of all six components of psychological well-being (self-acceptance, positive relationships with others, autonomy, mastery of the environment, purposeful life, and personal growth) and the variable of social participation in two experimental groups there was a significant difference control at the 0.01 level. The results showed that self-regulation training is probably an effective treatment for improving psychological well-being and social participation in students.

Flourishing  is a new concept whose mission is to create constructive behavior and promote well-being such as increasing positive excitement, commitment and fascination, positive relationships with others, feeling the meaning of life, success and progress along with teaching students lessons in class and school as a good place to learn. Values ​​and norms. The aim of this study was to construct and validate a flourishing educational package for students in the first three years of primary school. The method of this research for the design and construction of the training package was the tool design method with a sequential combined exploratory approach. To evaluate the validity of the educational package, the content validity method was used qualitatively and quantitatively with the presence of 20 experts in the field of positivism and two relative coefficients of content validity and content validity index. Minimum and maximum values ​​of 0.85 and 1 were calculated. Content validity index for the whole package was 0.84. The results showed that the educational package based on flourishing for the students of the first three years of primary school has a good content validity and has the necessary validity and reliability for educational and research applications. In other words, the developed educational package has the ability to promote the flourishing of learners in educational systems.

Memory and psychological processes play a vital role in every aspect of learning, and dysfunction slows down many areas of learning. The aim of this study was to evaluate the effectiveness of the educational package of psychological processes based on verbal comprehension, perceptual reasoning and academic achievement of elementary students with learning disabilities.

The research method was quasi-experimental with a pretest-posttest design with a control group. In compiling the training package, worksheets were prepared in 25 different areas of psychological processes. In order to determine the effectiveness of the package, 20 second-grade female students who referred to the Center for Disorders in Ghaen and had problems in reading, writing and math were selected and randomly divided into experimental and control groups. The experimental group was trained for thirty 45-minute sessions (10 face-to-face sessions and 20 face-to-face sessions). To collect the data, the subscales of verbal comprehension and perceptual reasoning of the fourth edition of the Wechsler Children's Intelligence Scale (Wechsler, 2003) and the researcher-made test of academic achievement (Ghorbanpour, 2020) were used. Data were analyzed using multivariate analysis of covariance.

The results showed a significant difference between the experimental and control groups in the post-test. This means that education could be effective in improving the verbal comprehension, perceptual reasoning and academic achievement of students with learning disabilities.

According to the research results, paying due attention to the educational strategies of basic psychological processes, as an effective intervention method, can lead to promising results in education and rehabilitation of students with learning disabilities.

The present study was conducted with the aim of predicting the psychological security of secondary school students based on childhood trauma and cognitive errors. The research method was a descriptive correlation. The statistical population included students in the second grade of high school in Behshahr in the academic year 2021-2022. The sample size was 421 people who were selected by random sampling method. Research tools include the psychological security questionnaire (PSI) Maslow's (1942), the Childhood trauma questionnaire (CTQ) Bernstein et al. (2003), and the cognitive errors questionnaire (CDQ) Abdullahzadeh and Salar (2009). The results of the simultaneous entry regression test showed that among the research variables emotional abuse (P=0.001), physical abuse (P=0.001), sexual abuse (P=0.001), sexual neglect (P=0.001), and cognitive errors (P=0.001) predictors are significant for psychological security, but emotional neglect was not a significant predictor for students' mental security (P=0.96). Also, the results showed that the predictor variables were able to predict 0.45 of the variance of the psychological security variable of the second-level secondary school students. The result of this research shows that attention to childhood trauma and cognitive errors by psychologists and school counselors can help to explain the psychological security of students.

Media literacy training is one of the basic requirements; therefore, the aim of this study was to determine the effectiveness of media literacy training in adolescent Internet addiction.

The quasi-experimental research method was pretest-posttest with a control group. From the statistical population that included all male students of the first year of high school in Torbat-e Heydarieh in the academic year 2021-2022, 30 people were selected by purposive sampling method and randomly divided into two groups of control and experimental. And answered the Young Internet Addiction Questionnaire (1999). The experimental group participated in 16 sessions of researcher-made media literacy training, but the group did not receive any training. SPSS software version 24 and univariate analysis of covariance were used for analysis.

The results of analysis of covariance showed that there was a significant difference between the scores of the experimental and control groups (pre-test and post-test) in the rate of Internet addiction
(P < 0.01).

The results showed that media literacy training reduced adolescent Internet addiction. Therefore, media literacy training is recommended as a complementary method along with psychological therapies to reduce adolescent Internet addiction.

The purpose of this study was to construct and scrutiny Psychometric characteristics and Factor Structure of the Perception of Parental Perfectionism Scale . After Preparing the Original version (Father form and mother form) 315 students participated in the study who were studying in the girls’ high school in the 10th, 11th and 12th grades in 27 schools of Birjand in the academic year of 1400-99. Exploratory and confirmatory factor analysis were used In order to analys the structural validity of the Perception of Parental Perfectionism questionnaire.The results of analysing the main components with rotation Equamax showed that perception of Parental Perfectionism consisted of four sub scale of high expectations of parents, high standards of parents, internalization and conditional acceptance. the results of the confirmatory factor analysis showed that the structure of four factors of scale had good fit with data in addition to factor analysis, the correlation this questionnaire with the academic Procrastination questionnaire of solomon and Rothblum (1984) and the distinction between two groups of neglected students was used as evidence of structural validity of a questionnaire, which was statistically meaningful. internal consistency of the components of the perception of parental Perfectionism questionnaire using cronbach's alpha method was fit . overall, the findings indicated that the present scale is a tool that has the appropriate reliability (stability, internal consistency) to measure the perception of Parental Perfectionism and it can be used by researchers and consultants.

 Self-handicapping includes any activity a person uses to increase the opportunities to externalize failure, provide an excuse for failure, or attribute success to internal factors. According to the research, self-handicapping results in multiple negative academic, social, and psychological consequences for students. It is possible to improve students' academic performance by identifying the factors related to self-handicapping and psychological security and trying to solve them. Dealing with self-handicapping is crucial because it strengthens many undesirable and ineffective student behaviors. Instead of using effective solutions for educational problems, they get used to denial behaviors to evade their problem. The purpose of the present study was to explain the model of academic self-handicapping in students, considering the role of variables of cognitive error, childhood trauma, emotional neglect, and psychological security.

 This descriptive-analytical research adopted structural equation modeling. The statistical population included all high school students of Behshahr City, Iran, in the academic year 2021-2022. The number is around 7500, according to the Behshahr City Education Administration (July 2022). In this research, the sampling method was purposive. Because at least the number of samples must be 20 times the observed variables, 380 people were enough to be compatible with structural equation modeling. However, in this research, a sample of 421 people was agreed upon to increase the power of generalization. The inclusion criteria were as follows: being a high school student, living in Behshahr, lacking behavioral problems, and having physical health. The exclusion criteria included having a chronic disease, being absent or not completing or incompletely filling in the questionnaires, and refusing to continue cooperation. The study data were gathered via the Childhood Trauma Questionnaire (CTQ) (Bernstein et al., 2003), the Psychological Security Questionnaire (Maslow, 1942), the Emotional Neglect Questionnaire (Downey and Feldman, 1996), the Cognitive Distortions Questionnaire (Abdollahzade and Salar, 2010), and the Educational Self-Handicapping Questionnaire (Midgley & Urdan, 2001). To analyze the data, descriptive and inferential statistics were used. In the descriptive statistics section, central and dispersion indices (mean and standard deviation) were used. In the inferential statistics section, the Pearson correlation coefficient and path analysis modeling were used. The research data were analyzed at a significance level 0.01 using SPSS version 24 and LISREL version 10.2 statistical software.

 The results showed that the effects of psychological security (p<0.001, β=-0.42), childhood trauma (p<0.001, β=0.17), cognitive errors (p<0.001, β=0.18), and emotional neglect (p<0.001, β=0.21) on academic self-handicapping were direct and significant. Also, the effects of childhood trauma (p<0.001, β=-0.30), cognitive errors (p<0.001, β=-0.29), and emotional neglect (p<0.001, β=-0.31) were direct and significant on psychological security. The indirect effects of childhood trauma (p<0.001, β=0.13), cognitive errors (p<0.001, β=0.12), and emotional neglect (p<0.001, β=0.13) on academic self-handicapping were significant due to mediator role of psychological security. The resulting fit indices for the tested model were at a suitable level (RMSEA=0.052, NFI=0.96, CFI=0.98, GFI=0.95, AGFI=0.92).

 According to the findings, students enduring cognitive error, childhood trauma, emotional neglect, and psychological insecurity are at risk of suffering from academic self-handicapping. Psychological security as a mediator variable between childhood trauma, cognitive error, and emotional neglect with academic self-handicapping plays a decisive role in students.

Ineffective motivational beliefs refer to the tendency of people to evaluate performance according to low criteria and lack of effort and perseverance to succeed in homework. Dysfunctional motivational beliefs lead to depression, anxiety, decreased self-esteem, academic self-efficacy, and other psychological problems. Although identifying and measuring dysfunctional motivational beliefs is essential to prevent psychological problems, there is a research gap in the construction and validation of the scale of dysfunctional motivational beliefs in the study population.

This study aimed to construct and validate the scale of dysfunctional motivational beliefs in high school students.

The method of the study was a combination of exploratory type and instrument development model. For this purpose, the foundation was first established through a qualitative study (in the previous study) based on data theorizing, using a semi-structured interview technique that was selected and interviewed with a sample of 15 students. The text of the interviews identified dysfunctional coding and motivational beliefs in behavioral, motivational, emotional, cognitive, personal, school, and family components using 12 methods of exercise, selection, and selectivity (Strauss & Corbin, 2015). In the next stage (the present study), based on the codes obtained from the qualitative part of the research, it became a tool for measuring the dysfunctional motivational beliefs of high school students and validating them. They were studying in 1399. They were selected using Purposive sampling and responded to the dysfunctional motivational beliefs scale.

The results of the confirmatory factor analysis showed that the dysfunctional motivational beliefs scale contained 40 questions and consisted of 4 validated factors. Items 1 to 8 related to the factor of academic self-efficacy; Items 9 to 18 related to the testing anxiety factor; Items 19 to 31 related to the factor of academic credentials, and items 32 to 40 were related to the factor of homework value. Indicators of model fit in confirmatory factor analysis confirmed the validity of this scale.

In general, the results of the study provided evidence for the validity and reliability of the researcher-made questionnaire of ineffective motivational beliefs as a tool for measuring defective and inhibiting beliefs in the path of academic success of students, and it can be used as a reliable and valid tool for diagnosis used by researchers, therapists, and counselors, teachers should be placed.

Because research shows that reducing problem solving skills causes problems such as reduced academic achievement and academic achievement in elementary students. Although these dimensions and constituent components have been identified, there is a research gap in the psychometric study of these characteristics in the study population. Understanding the dimensions and components of it is very important. The question is, what are the components and dimensions of the elementary students' problem-solving skills questionnaire?

The aim of this research was to study the psychometric properties of the problem-solving skills questionnaire Heppner and Petersen in primary school students of Birjand

The method of the present study was correlation in terms of the purpose of the application in terms of the nature of the data. The statistical population of the present study included all male and female students in the sixth grade of elementary school in Birjand who were studying in public and non-public schools in the 98-99 academic year. 245 people (92 boys and 149 girls) were selected by multi-stage random cluster sampling. Participants answered the Hepner (1982) problem-solving skills questionnaire and Solomon and Rothblum (1984) academic procrastination questionnaires in a single session, in a classroom performance with the same arrangement of tools, respectively.

confirmatory factor analysis was used to evaluate the construct validity of the problem-solving skills questionnaire. The results of confirmatory factor analysis showed that the three-factor structure of the scale has an acceptable fit with the data and all the fit indices also confirmed the fit of the model. (χ/df= 2.56؛ GFI= 0.97, NFI= 0.96, NNFI= 0.97, CFI= 0.97). Also, in order to estimate the divergent validity, the results of independent t-test showed that the average problem-solving skills of the non-procrastinating group was about 16 points higher than the procrastinating group (P < 0.05). Also, the reliability of the components and the whole scale of problem-solving skills (self-confidence in problem solving: 0.80, tendency- avoidance problem: 0.78, personal control: 0.70 and problem-solving skills: 0.91) using Cronbach's alpha methods were appropriate

Overall, the results of the present study provided evidence for the validity and reliability of the Problem-Solving Skills Questionnaire as a tool for assessing students' problem-solving skills and can be used by researchers, therapists and academic advisors.

The aim of this study was to investigate the effectiveness of flourishing education on increasing flourishing and academic engagement of students in the first three years of primary school. The research design was quasi-experimental and was a pre-test-post-test and follow-up design with a control group. The statistical population of this study included all students of the first three years of primary school in Torbat-e Heydarieh in the academic year of 1998-99. By available sampling method, 50 male students were randomly selected and divided into two groups of 25 (experimental and control). . The instrument used in this study was the HFQ flourishing questionnaire (2014) and the Rio Academic Conflict Questionnaire (2013). The experimental group underwent closed-loop training during 8 sessions of 90 minutes and 2 sessions per week and the control group remained without any intervention. Data were analyzed using SPSS-24 software and multivariate analysis of variance. The results showed that there was a significant difference between the mean scores of flourishing components and academic engagement in the experimental and control groups. There is also a significant difference in the pre-test and post-test results of the experimental group (P <0.01). Based on this, closed education based on prosperity can be considered as an effective way to increase prosperity and academic engagement of primary school students and use it in schools.

The purpose of this study was to develop and determine the effectiveness of the media literacy education package for Iranian adolescents living in Doha.

In terms of nature and objectives, this research was applied and for its implementation, three consecutive studies were conducted. The statistical population in this study includes the statistical population of this study includes all male high school students in Doha who were studying in the academic year of 1998-99. For this purpose, based on the score obtained in the pre-test by peer-to-peer method, students are divided into experimental and control groups, and then the educational package prepared by the researcher is implemented and effective in the desired classes during a semester. This training was evaluated and reported in the pre-test and post-test. A media literacy questionnaire was used to collect data and its validity and reliability were confirmed. Data analysis of the questionnaires was performed at two levels of descriptive and inferential statistics. At the level of inferential statistics, univariate analysis of variance (ANCOVA) tests were used. 

Findings show that the effect of media literacy training package intervention on students' media literacy has been confirmed. The results also showed that media literacy training is significantly effective in reducing cyber-bullying. 

It seems that therapists, counselors, teachers and organizations can use the results of the present study to reduce the harm caused by cyberspace in adolescents.

The aim of this study was to investigate the effectiveness of positive psychology in general, and the flourishing education on anxiety, depression, and resilience of gifted school students in particular.

In order to achieve the research purpose and to determine the effectiveness, a pre-test-post-test design was used with the control group. The statistical sample of this study included 50 female students of Farzanegan High School in Torbat Heydariyeh. The Depression-Anxiety-Stress Scale and Connor-Davidson Resilience Scale were first administered to the statistical population, which included all high school students. The 50 students with the highest score on DASS and the lowest score on the resilience scale were selected as the participants of the study and randomly divided into experimental and control groups. For the experimental group, flourishing education was performed in 14 sessions of 60 minutes (two sessions per week). But the control group did not receive any treatment at first and at the end of the research, treatment was conducted for the control group. Data were analyzed using SPSS-26 through covariance analysis.

The results of the covariance analysis showed that due to the significant F value, the research hypothesis was confirmed at the confidence level of 99% based on the efficacy of flourishing education protocol on anxiety, depression, and resilience variables. Flourishing education reduces anxiety and depression and increases the resilience of students in the experimental group, compared to the control group.

The aim of this study was to evaluate the effectiveness of flourishing education on increasing the socio-emotional competencies of students in the first three years of primary school. The research was quasi-experimental with pre-test-post-test de-sign and follow-up with a control group. The statistical population of this study included all students of the first three years of primary school in Torbat-e Heydarieh in the academic year of 2019-2020. By available sampling method, 50 male students were randomly selected and divided into two groups of 25 (experimental and control). The instrument used in this study was the Emotional - Social Competence Questionnaire (ESCQ). The experimental group underwent closed-loop training during 8 sessions of 90 minutes and 2 sessions per week and the control group remained without any interventions. Data were analyzed using SPSS-24 software and multi-variate analysis of variance. The results showed that there was a significant difference between the mean scores of the components of emotional-social competence in the experi-mental and control groups. There is also a significant difference in the pre-test and post-test results of the experimental group (P<0.01). Based on this, closed loop education based on prosperity can be considered as an effective way to increase the emotional and social competencies of primary school students which can be used in schools.

Promoting social adjustment can improve the developmental skills of preschool children. Therefore, the present study aimed to determine the effectiveness of play therapy based on cognitive-behavioral on social adjustment of preschool children.

The quasi-experimental research method was pretest and posttest with a control group with a follow-up period. The statistical population included all preschool children (5 to 6 years) in Bojnourd in the academic year 2019-2020 that 40 people were selected by convenience sampling method and were randomly divided into experimental and control groups. The experimental group underwent cognitive-behavioral play therapy training in 12 sessions of 90 minutes; but the control group did not receive any training. The social adjustment questionnaire was administered to the subjects before and after the training. Data were analyzed using repeated measures analysis of variance test at the significance level of 0.05 with SPSS software version 24.

The results showed that play therapy based on cognitive-behavioral was effective in improving social adjustment of preschool children (p<0.05). And the results continued in the follow-up period (p<0.05).

Teaching play therapy based on cognitive-behavioral to preschool children can be an effective step in promoting their social adjustment.

Because dysfunctional motivational beliefs cause problems in student's academic life. Understanding its constituents is very important. The question is, what are the factors involved in students' dysfunctional motivational beliefs?

The purpose of this study is inquiry of dysfunctional motivational beliefs based on data foundation theory

The method of the present study was based on the data of the Foundation Strauss and Corbin (2015). Statistical population of the present study was all male and female high school students in Ferdos city who were studying in the 98-99 academic year and had poor academic performance were selected using purposive sampling (theoretical sampling). Who were interviewed using semi-structured Descriptive / interpretive (Walsh, Edwards, & Fraser, 2007) interviews. Data analysis was performed based on three methods of open, axial and selective coding Strauss and Corbin (2015).

The findings showed Factors affecting dysfunctional motivational beliefs are behavioral, motivational, emotional, cognitive and personal, school and family factors, some of which appear as contextual, causal and others in the role of environmental variables. Appropriate attitude of parents and school staff to the student, proper assessment of stressful situations related to the exam, use of cognitive and metacognitive strategies as strategies to deal with dysfunctional motivational beliefs and adverse school, family and individual components are the main consequences of the phenomenon. The subject was dysfunctional motivational beliefs of students.

It seems that the results of this study can be useful in developing tools to identify dysfunctional motivational beliefs and develop intervention programs to Improvement these beliefs

Learning disabilities almost always lead to academic failure. In the field of mathematics, not only the individual’s performance and academic progress, but also all their daily activities are associated with many problems. The aim of the present study was to evaluate the effectiveness of education based on executable functions (cognitive and fractional) in improving problem solving components in Dyscalculia students. This was a semi-experimental research project with pretest, posttest and a control group. The statistical sample consisted of 30 students selected from Birjand City schools through a judicial sampling procedure and randomly assigned to two experimental and control groups. The students in the experimental group received the necessary training for 2 months in 32 sessions, while the control group received no special program and training and continued with their normal classes. One month later, another follow-up was held to check the training. Heppner’s Problem-Solving Inventory was used to collect data. The analysis of covariance test and SPSS 20 software were used for data analysis. Results show that teaching executive functions (cognitive and metacognitive) improves component problem-solving skills, better and more desirable concept learning, and academic achievement in students with dyslexia. This study demonstrated that teaching executive functions (cognitive and metacognitive) can be used as an effective method to reduce dyslexia and improve students’ academic achievement.

The purpose of this study was to validate the Mathematical Self-efficacy Questionnaire developed by the American Longitudinal Studies Association based on the Liu & Koirala (2009), and May (2009) Mathematical Academic Self-efficacy Questionnaires for high school students. According to the need and necessity, the statistical population of Birjand's elementary school students was administered in the school year of 97-98. Multistage random cluster sampling was used to select 24 schools and from each schools select one class to answer the math self-efficacy questionnaire. In order to overcome the problem of missing single data, in SPSS statistical software, with the help of Hot-Deck Imputation method, data were completed and out of 460 subjects, 441 subjects answered as sample size. The final was analyzed. The findings of this study were analyzed using SPSS 21, LISREL 8.80 and R 3.6.1 statistical methods and two descriptive findings and the research hypothesis test and structural equation modeling in the measurement model section. The RMSEA was lower than 0.08 and all GFI, AGFI, NFI, NNFI, and CFI indices were above 0.90, confirming the validity of the math self-efficacy questionnaire for elementary students

The purpose of this study was to determine the effect of NCTM standards-based education on the attitude and academic achievement of fifth grade students in mathematics. This research was a quasi-experimental study which was done on 100 elementary fifth grade students in Birjand in the 2018-2019 semester. Research samples were collected by convenience sampling method. Then, Students were randomly assigned to two groups of experiment and control (n = 50). The selected topics were taught to the experimental group for 8 weeks in 10 sessions using a process-based approach by the researcher. The control group was also taught the traditional method. Data were collected using demographic information form, mathematics attitude questionnaire and academic achievement test. Finally, data analysis was performed using descriptive and analytical statistics in SPSS software version 18 at the significant level p

Dimensions of personality are effective in people's decision making and it can also overshadow the auditor's judgment.The aim of this study was to investigate the relationship between conscientiousness, agreeableness, feeling-thinking and risk-taking with the auditor's judgment regarding the mediating role of self-efficacy.

This study is considered as applied in terms of purpose and descriptive correlational in terms of data collection. 380 auditors working as senior auditors and higher ranks were selected as available samples. The validity and reliability of the questionnaires were confirmed by the high Cronbach's alpha coefficient. Data analysis was performed using data exploratory analysis and structural equations.

The research findings showed that approach agreeableness reduces and avoidance agreeablenessimproves auditors' judgmental quality.Also,the results showed that auditors with thoughtful personality type had more professional judgment than the feeling type. Resultant risk-taking decreases the quality of auditors' judgmental quality and uncertain risk-taking improves it.In addition, all aspects of personality (except conscientiousness) mediated by professional self-efficacy had a significant effect on auditors' judgment.

The results imply the role of personality in auditors' judgment. Self-efficacy plays the mediating role in this regard, so these factors should be considered in improving the audit process.

The present study examined the mediating role of self-efficacy on the relationship between conscientiousness, agreeableness, feeling-thinking and risk-taking with auditors' judgment for the first time in Iran. The findings of the study contribute to the development of the literature on the field of audit behavior and its theories.