afsane marziyeh

The present study aimed to determine the impact of the school ethical climate on academic engagement, emphasizing the mediating role of achievement emotions in students. This research was applied in terms of purpose and descriptive-correlational in terms of method. The statistical population included all female 11th and 12th-grade students in Zahedan during the 1404-1403 academic year, totaling 29,588 students. Based on the Krejcie-Morgan table, a sample size of 379 students (198 from 11th grade and 181 from 12th grade) was selected. The research tools included the Victor and Cullen Ethical Climate Questionnaire (1988), the Achievement Emotions Questionnaire by Pekrun et al. (2005), and the Academic Engagement Questionnaire by Reeve and Tseng (2011). The validity of the questionnaires was established through content validity, and their reliability was assessed using Cronbach's alpha coefficients: 0.88 for the ethical climate questionnaire, 0.86 for the achievement emotions questionnaire, and 0.80 for the academic engagement questionnaire. Data analysis involved Pearson correlation coefficient and path analysis tests. The findings indicated that the school ethical climate had a direct positive effect on academic engagement and positive achievement emotions and a direct negative effect on negative achievement emotions. Additionally, positive achievement emotions had a direct positive effect on students' academic engagement, while negative achievement emotions had a direct negative effect. The results also highlighted that achievement emotions play a mediating and indirect role in the influence of the school ethical climate on students' academic engagement.

The present study aimed to examine the effectiveness of teaching self-regulation learning strategies on students’ cognitive flexibility and reflective thinking.

The research method was a semi-experimental pre-test-post-test type with a control group. The statistical population included all male students in the second year of secondary school in Zabol city during 2021-2022, 50 of whom were selected through purposive sampling method and then divided equally into two groups of 25, the experimental group and the control group that the teaching of self-regulation learning strategies was carried out on the experimental group during 10 meetings of 90 minutes. The research tools were a reflective thinking questionnaire (Kamber and Leung, 2000), cognitive flexibility questionnaire (Dennis and Vander Wal, 2010), and self-regulation learning strategies training package (Karami et al., 2013). The collected data were analyzed through SPSS software version 26 and univariate and multivariate covariance analysis.

The results showed that there was a significant difference between the post-test scores of the experimental and control group. This means that teaching self-regulatory learning strategies increased the cognitive flexibility and reflective thinking of experimental group (P<0.01).                            

The teaching of self-regulation learning strategies is effective on students' cognitive flexibility and reflective thinking, and improves the cognitive flexibility and reflective thinking of students.

The present study aimed to investigate the training effect of study and learning skills on of students' reduction of Negative Achievement Emotions and Academic Self- Handicapping.

The method of this study was quasi-experimental with pre-test, post-test design with control group. The statistical population of this study included all high school girl students (9573 students) in Zahedan city in the academic year of 2019-2020, sixty students selected in pre-test phase who had high Negative Achievement Emotions and Academic Self- Handicapping with multi-stage cluster sampling. Data collected by Pekrun Achievement Emotions Questionnaire (2005) and Schwinger & Stiensmeier-Pelster Academic Self- Handicapping Scale (2011).The samples randomized two groups of 30 persons (1 experimental group and 1 control group). These questionnaires were completed by all of them in the two groups in the pre-test and post-test stages. Then the experimental group was trained to eight sessions for 90 minutes about study and learning skills. While during this period, the control group did not receive any training. Data were analyzed by inferential statistics test, covariance (ANCOVA).

The results showed that the difference between the mean of the experimental group was significantly higher than control group. Based on results, the effect size of training study and learning skills on students' Negative Achievement Emotions and Academic Self- Handicapping decreased by 19.7%, 20% and were significant (p <0.01).

Results showed to reduce the negative Achievement Emotions and Academic Self- Handicapping of students, training of study and learning skills is useful and effective.

The aim of the current study was to investigate the realationship between flow and motivational forces. Data were collected from 186 students in third grade high school of janah high school, were chosen through stratifield random sampling. The following Scale and questionnaires were used: Flow State Scale, Expectancy-value questionnaire, Basic psychological Needs Scale, and Future Time Perspective Scale. To investigate the research questions, Pearson’s correlation coefficient and stepwise regression were used. The result showed the self determination and Expecctancy-value had a positive significant relation with flow experience, but there was no significant relation between flow and future time perspective. The results obtained from stepwise regression analysis showed that in the first step, component clear goals, in the second step, clear goals and concentration on task, and in the third step, three components clear goals, concentration and unambiguous feedback have role in predicting self determination. Also omponent sense of control predicted, 13% of the variance of the Expecctancy-value and Component loss of self-consciousness predicted 4% of the variance of the future time perspective.