siyavash talepasand

Research findings support the idea that academic motivation can be improved by providing appropriate models and training; Therefore, the aim of this research was to compare the effectiveness of teaching wark cognitive learning styles and metacognitive strategies on students' academic motivation.

This was a semi-experimental research with a pre-test-post-test design and follow-up with a control group. The statistical population of the research included all male high school students in Tehran in the academic year of 2019-1400. Among them, 69 students were selected and assigned to three target groups (23 people in each group). The data were analyzed with the statistical test of repeated analysis of variance.

The results showed that educational interventions based on cognitive learning styles were effective on the internal and external motivation of learning in both groups.

According to the obtained results, these two strategies can be used to improve the academic motivation of students and in this way help to reduce their tension in the learning process.

The aim of the present research was to validate the difficulties in emotion regulation scale in Semnan university students. The research method is descriptive and correlational. Participants were 439 students of Semnan University who were recruited by stratified sampling method. All of them completed the difficulties in emotion regulation scale, Dimensions of anger reactions scale and Spiritual Intelligence scale. confirmatory analysis and Cronbach's alpha coefficient were used for data analysis. The results of the factor analysis indicated that the scale was saturated with the six factors of awareness, impulse control difficulty, clarity, non-acceptance, goal-directed behaviors, and limited access to strategies. The reliability of the scales was acceptance. Also, validity evidences indicated that there was a meaningful relation between the awareness scale, the impulse control difficulties scale, non-acceptance scale, clarity scale, limited access to strategies scale, goal-directed behaviors scale, and impulse control difficulties. There was a relationship between the impulse control difficulties, limited access to strategies, and goal-directed behaviors and range of anger-eliciting situations. Limited access to strategies had the highest correlation with hostile outlook; goal-directed behaviors had the highest correlation with internal anger; awareness had the highest correlation with external anger negatively; impulse control difficulties had the highest correlation with perception of being negatively; and goal-directed behaviors has the highest correlation with spiritual life negatively. Finally, with regard to reliability, validity, administering easy, scoring, and practicality, the difficulties in emotion regulation scale in the students can be used as a valid tool.

The aim of this study was to investigate the psychometric properties of the student engagement scale in school. Population of this study were all of the students of Mahdishar city in Semnan province in 2015-2016. Participants were 502 students of 7th to 9th grades (252 male and 250 female) that were selected via stratified random sampling method. All of them completed student engagement instrument (SEI) and student engagement multidimensional scale (SES-4DS). Exploratory factor analysis, item-total correlation and reliability analysis to evaluate psychometric characteristics of this questionnaire were conducted. Confirmatory factor analysis to study the measurement model and internal structure of items was carried out. Convergent validity with student engagement instrument and criterion validity with math and discipline score was studied. Results showed that the student engagement multidimensional scale in the school is saturated with four factors. The student engagement multidimensional scale in School showed positive and significant correlation with the Student Engagement Instrument (0/67), mathematics (0/14) and discipline (0/099). Reliability of the student engagement multidimensional scale in school via Cronbach's alpha, 0/82 and reliability of cognitive, emotional, behavioral and agency subscales computed 0/65, 0/75, 0/77 and /076, respectively. The findings suggest that Persian version of the student engagement multidimensional scale in School has acceptable psychometric properties and can be used as a valid instrument in academic and educational studies.

Introduction Anxiety and its related factors have been among the most widespread research domains in therecent decades. Anxiety is a mood-dependent phenomenon that often occurs without the presence of its stimulus and, thereby, affects behaviors and feelings. Anxiety sometimes appears mildly and naturally, and usually leads to an increase in motivation for the fulfillment of the activities. Occasionally, it is also manifested in a severe form and affects the person's whole life (Banga, 2016). Test anxiety is one type of anxiety that prevents students from acting effectively and efficiently and, thereby, is an obstacle to the optimal academic performance (Bozkurt, Ekitli, Thomas & Cassady, 2017). The studies conducted in the area of test anxiety and its consequences indicate that test anxiety is one of the serious obstacles to student's academic achievements and the most weakening factor of academic performance in all programs while it has been reported to prevail among 10 to 41% of students (Huberty, 2009; Whitaker Sena, Lowe, & Lee, 2007), and 15% of students experience it usually in a very serious mode (Putwain & Daly, 2014). Rupani et al. (2016) believe that although low levels of anxiety before the exam can trigger the examinee's ability, excessive anxiety can interfere with the person's ability and function and may bring about unpleasant consequences, such as increased inability and decreased function, digestive problems, headaches, and other physical and psychological side effects. Therefore, considering the complexity of the factors influencing anxiety, the present study sought to examine the cognitive, motivational, and behavioral components of test anxiety. Hence, self-regulation, self-efficacy, and procrastination were respectively analyzed as the cognitive, motivational, and behavioral components of test anxiety in the form of a causative model. It is noteworthy that the review of the related literature reveals that almost no research has investigated the relationship between these variables in the form of a single model. Accordingly, regarding the high prevalence of test anxiety and the need to pay attention to the effective variables in reducing it, the present study aims to examine some part of the complex and multifaceted nature of test anxiety. In addition, this study intends to assess some correlates and predictors of test anxiety through a structured model based on the direct roles of self-regulation and academic self-efficacy variables, and also through the mediating role of academic procrastination so that the contribution and importance of each one in the prediction of test anxiety can be determined.
Research question This study attempted to answer the following research questions: 1. Is self-regulation a negative predictor of test anxiety? 2. Is self-efficacy a negative predictor of test anxiety? 3. Is self-regulation a negative predictor of procrastination? 4. Is self-efficacy a negative predictor of procrastination? 5. Is procrastination a positive predictor of test anxiety? 6. Does procrastination play a mediating role between self-regulation and test anxiety? 7. Does procrastination play a mediating role between self-efficacy and test anxiety?
Method The present study falls within the category of correlational studies wherein the relationship between variables was evaluated in a model through path analysis method. To this end, self-regulation and academic self-efficacy were considered as the exogenous variables of the model, academic procrastination was regarded as the mediator variable, and test anxiety was considered as the endogenous variable of the model. Relative stratified sampling method was used to select the participants where the faculty and academic program were regarded as the strata. In this regard, the number of students in 17 faculties of Semnan University was extracted according to the statistics of the General Education Department. Then, 443 students were selected by stratified random sampling in proportion to the size of the faculties and academic programs and filled out the research questionnaires. From among these participants, 179 ones (59.6%) were male and 264 ones (40.45%) were female. Magno Academic Self-Regulated Learning Scale, Muris Academic Self-Efficacy Scale, Solomon, Rothblum Academic Procrastination, and Pintrich and De Groot Test Anxiety Scale were used as the data collection instruments in this study. The data were analyzed by Pearson correlation test and path analysis in SPSS and LISREL software.
Results The results of data analysis indicated that the model has a good fit with the research data, and it was revealed that self-regulation and academic self-efficacy predicted test anxiety both directly and indirectly (through the mediation of academic procrastination). In this regard, self-regulation and academic self-efficacy had significant negative relationships with test anxiety, but procrastination had a significant positive relationship with test anxiety.
Discussion On the whole, it can be claimed that the promotion of self-regulation and growth of selfefficacy beliefs may lead to a reduction in academic procrastination, may provide the grounds for student's endeavors and efforts to reach success and play a significant role in reducing student's test anxiety. In general, the research findings showed that self-regulation, self-efficacy, and procrastination play a detrmining role in predicting test anxiety. Therefore, student counselors and authorities are recommended to focus their efforts to increase student's self-regulation and academic self-efficacy. In this way, procrastination and test anxiety are reduced in students, and they can obtain academic achievements in consequence.

The aim of the present study was to test the structural model of emotional job demands, teaching satisfaction and the performance of teachers with the mediatory role of emotional labor and the moderator role of emotional intelligence.
The participants were 432 (227 first set and 205 second set) teachers of Qazvin which were chosen through stratified random sampling. All of them completed the emotional labor and teaching satisfaction questionnaire of Yin and the performance questionnaire of Paterson. Data were tested through the modeling of structural equations. Findings showed that the measurement model for the emotional labor is valid with three markers of surface action, deep action and natural expression of emotion.
Teachers’ understanding of emotional job demands had a direct structural effect on the application of emotional labor strategies by the teachers (GA= -0.28, t = -3.02, P Emotional intelligence significantly moderated the structural relationship between teachers’ understanding of emotional job demands, the use of emotional labor strategies, teaching satisfaction and performance. This is while, in this model the measurement of emotional labor did not play a moderator role. Emotional job demands and emotional labor strategies were effective antecedents for performance and teaching satisfaction of teachers, especially teachers with high emotional intelligence. Job satisfaction and performance of the teachers should be studied considering the individual factors such as the emotional job demands, emotional labor strategies and the role that emotional intelligence plays.

In this study we examined the role of organizational culture and knowledge management process in organizational performance, stressing organizational innovation as a mediating variable. Therefore, this study tries to improve organizational innovation and organizational performance in universities, considering organizational culture and knowledge management process. A descriptive - correlational research method was used. The population of the study included faculty and nonacademic stuff of Sabzevar universities. Using a stratified random sampling method 252 people were selected for the purpose of the study. Research finding showed that the process of knowledge management and organizational culture have a positive and significant impact on organizational innovation and organizational innovation has a direct and positive impact organizational performance. Besides organizational innovation can have a mediating role between organizational culture and organizational performance. Organizational and also between knowledge management process and organizational performance. Furthermore, this study revealed the importance of knowledge management process and organizational culture in organizational innovation and also the importance of these three variables in improving organizational performance.

This paper examined the effect of mobile learning (M-learning) on English vocabulary recall with the screen size serving as the moderating role. In this regard, a multi-group quasi-experimental scheme was adopted as pretest-posttest. The population consisted of all students (8 to 14 years old) participating at elementary levels I and II at Language Institute of Mashhad Department of Education, District 4. A total of 112 students were selected from the Institute and were then randomly divided into two groups using mobile devices (small screen) and computers (large screen). Then, the subjects in each group were randomly divided into four subgroups. All subjects participated in a vocabulary recall quiz before and after the treatment. The findings suggested a significant difference between the groups in terms of vocabulary recall. The textual/visual and textual presentation groups significantly outperformed the control group, whereas no significant difference was seen in the visual group. The participants receiving the instructions on a large screen performed better in the vocabulary recall quiz, while the effects of screen interaction and presentation type on vocabulary recall were insignificant. The learner’s performance is enhanced in multimedia education by providing educational materials both in verbal and non-verbal channels. Providing educational materials through small screens may lead to attention and perception difficulties.

Abstract The school culture is a linking agent that teachers, parents and managers need it to coordinate their local traditions and styles. The aim of this research Was to investigate the relationship between school culture and academic achievement of students by the moderating role of school size. The present study was conducted by correlation method. All the teachers in the Primary schools in Esfarayen constituted the population of this study (N = 605). The participants were 220 teachers (88 male, 132 female) who were chosen by the stratified random sampling. All of them completed the school culture questionnaire. The data were analyzed by multiple Regression and Johnson-Neyman technique. The results showed that among school culture components, merely the component of the colleagues’ relations was a significant predictor for educational achievement. Furthermore, the findings indicated that there was a significant and positive relationship between school achievement and colleagues’ relations in small schools, but it wasn’t the case for large schools. One of the components of educational achievement increase is paying attention to the school culture. Especially, in small schools this component plays an effective role in educational achievement in the elementary school children.

The purpose of present study was to investigate the influence of video modeling on communication skills and challenging behaviors in children with autism spectrum disorders. In this Quasi-experimental study, twenty students with autism spectrum disorders were selected for sampling. Data were collected by Autism Diagnostic Interview - Revised ADI-R, and analyzed by covariance analysis. The results showed that the experimental group in the point of communication skills (F(1,18)= 31.74, p< 0.01) and challenging behaviors (F(1,18)= 9.91, p< 0.01) have significantly different with control group. This results show that Video modeling improve communication skills and reduce challenging behaviors in children with autism spectrum disorders. We can conclude that use of video modeling effectively improve communication skills and challenging behaviors in children with autism spectrum disorders.

This study aimed to explore the relationship among achievement goal orientation, perceived classroom goal structures, and learning strategies by using mathematical achievement. The population of this study included 1,500 junior secondary school students in Sanandaj and Kamyaran. 160 students (80 girls and 80 boys) were selected using random cluster sampling method. All of them completed achievement goal orientation, perceived classroom goal structure and learning strategies questionnaire. Data has been analyzed through multiple regression method. The findings showed a positive relationship between mastery approach goal orientation and metacognitive strategies with mathematical achievement and a negative relationship between performance avoidance goal orientation and mastery avoidance goal orientation with mathematical achievement. The role of mastery avoidance goal orientation in mathematical progress in comparison to the other variables was noticeable. Achievement goal orientation has a more effective role in comparison with perceived classroom goal structures and learning strategies in mathematical achievement. Theoretical implication was discussed in detail.