هیجان خواهی

The present study was conducted with the aim of modeling the structural equations of academic hope based on academic identity and academic excitement with the mediating role of academic engagement among  female senior high school students of Qom city. This research was applied in terms of purpose and descriptive-correlational in terms of method; it was also based on structural equation modeling. The sampling method  used in this study was multi-stage cluster one. The sample size of the study was 400 students which was decided based on the Krejcie and Morgan table. In this study, Academic Identity Status Questionnaire (Was and Isaacson, 2008), Academic Excitement Questionnaire (Pekrun, 2005), Academic Engagement Questionnaire (Reeve, 2013), and Academic Hope Scale (Sohrabi & Samani, 2011) were used. All statistical analyses were performed using Amos-23 software. The findings indicated a positive and significant effect of academic identity on academic hope directly. Also, the effect of academic identity on academic hope mediated by academic engagement was indirectly indicated. The findings also showed an insignificant effect of academic excitement on academic hope directly as well as its insignificant effect on academic hope mediated by academic engagement was also indicated. Therefore, proper planning to improve academic hope and academic performance can help students benefit from academic engagement and identity formation.

Emotionally Focused Couples Therapy (EFT); It is an experience and process oriented method that focuses on working with emotions. Emotion-focused couple therapy works with an empathic attitude and tries to understand the couple in their communication. Also, one of the complaints and reasons for the families and people around preschool children to refer to counseling and psychotherapy centers is the problems related to their aggressive behavior, neglect and lack of concentration. The purpose of this study is to determine the effectiveness of emotion-oriented couple therapy and strategies based on emotion-oriented therapy in reducing rumination in couples and aggression in preschool students.

This research was a semi-experimental design. The statistical population of the research was all the couples in Tabriz city who had referred to the counseling centers of this city due to family problems.

8 sessions were used for emotional therapy couple intervention. The collected data were analyzed with the help of descriptive statistical methods of mean and standard deviation and inferential statistical methods of multivariate covariance analysis. Increasing the ability to reconsider, adjust the intensity and direction of a positive emotion in oneself and others affects people's misperceptions, and the adjustment of misperceptions, in turn, leads to a decrease in their anxiety.

The results showed that emotion-oriented couple therapy and strategies based on emotion-oriented therapy reduce rumination in couples and aggression in preschool students.

The aim of present study was to investigate the effectiveness of cognitive-behavioral stress management training on emotion, stress and academic resilience of 11th grade female students in Ahvaz. The method of the present study was quasi-experimental with pre-test and post-test design with a control group. The statistical population of the study included all 11th grade female students in Ahvaz in the academic year 2022-2023. For this purpose 40 female students were selected using the multi-stage cluster sampling method and were randomly divided in to two experimental and control groups. To collect data, Pekrun, Goetz and Perry`s Achievement Emotions Questionnaire (2005), Gadzella`s Student-Life Stress Inventory (1991) as well as Samuels`s Academic Resilience Questionnaire (2004) were used. The experimental group received stress management based to cognitive-behavioral training based on the model of Antoni, Ironson and Schneiderman(2007) in 10 sessions of 90 minutes, while the control group did not receive any training. The data were analyzed by using Covariance analysis and SPSS-26 software. The result showed that stress management training based to cognitive-behavioral had significant effect on academic emotion (F=45/53, p=0/001), academic stress (F=227/55, p=0/001) and academic resilience (F=237/92, p=0/001) of students. Cognitive-behavioral stress management training had effects on increasing positive emotions, reducing negative emotions such as stress and anxiety, and increasing students' resilience.

To show the advantages of multi-grade classes over the single grade ones, a group of 108 students in such classes was carefully selected and their educational emotions and achievement measured. Data analyses show that overall achievement in multi-grade classes is significantly higher than that of the students in single grade classes. Furthermore, girls significantly achieved more than boys. As for the educational emotions, boys showed to be more anxious, just as were the sixth graders compared to those in the fifth grade. The sixth graders in the single grade group also showed more anxiety than those in the multi-grade group. This was reverse among the 5th graders. Girls in both 5th and 6th grades in the single grade group showed more enjoyment than those in the other group. However, the boys in both groups showed reverse results across grades.

The current research was done to develop a model of attention deficit based on the components of emotions and thought with the mediation of the analytical intelligence of teenagers. This research used a descriptive method of correlation type using structural equation modeling methods. The statistical sample included 375 students of the first secondary school with signs of attention deficit in Tehran in the academic year of 2001-2002, who were selected in a available way. Three questionnaires include adult ADHD self-report scale (ASRS), Kazemi Haghighi Emotion Thought Questionnaire and Kettle Intelligence Questionnaire Result 3-Form A (KIT:A), were completed by the samples. In addition to descriptive statistics, the structural equation method was used for data analysis using Amos-26 software. The findings showed that thought excitement and analytical intelligence were significantly related to attention deficit symptoms. According to the findings, it can be concluded that some characteristics, such as the excitement of thought and analytical intelligence, can predict the signs of attention deficit (p<0.01). From the research findings, it can be concluded that in the diagnosis and treatment process of attention deficit, the variables of emotion, thought, and analytical intelligence is very important. Thus, the increase in attention deficit is associated with a decrease in the score of thought excitement and analytical intelligence.

The aim of the research is the effect of multimedia designed based on Mayer's design principles on the attitude towards the lesson and the academic excitement and learning of the science lesson. This research is one of the quasi-experimental quantitative researches with two groups of test and control and it is applied research for its purpose. The research sample consisted of 30 students of the sixth grade in Bojnord city, who were selected through available sampling and were divided into two experimental (15 people) and control (15 people) groups. After taking the pre-test from the topics of the experimental science course, for six sessions of training using the researcher-made multimedia, it was implemented only for the experimental group, and after the completion of the experimental period, the post-test was implemented on both groups. SPSS software was used for hypothesis testing and data analysis. The results show that the multimedia designed based on Mayer's design principles has a positive and significant effect on students' attitude towards experimental sciences. Multimedia designed based on Mayer's design principles has a positive and meaningful effect on students' academic excitement in the sixth grade science course. Multimedia designed based on Mayer's design principles has a positive and meaningful effect on the learning of science lessons in sixth grade elementary students.

The present study has aimed to predict research spirit in female students based on transformational teaching and the intermediary role of positive youth development and classroom emotion.  For this purpose, 247 female tenth- and eleventh-grade students from private schools in District 4 in the city of Tehran were selected by means of stratified random sampling and asked to complete questionnaires devised by Beauchamp et al. (2010) for transformational teaching, Shirzad et al. for research spirit (2016), Geldhof et al. (2014) for positive youth development and Titsworth et al. (2010) for classroom emotion. Data analysis, using PLS software, pointed out transformational teaching to exert a direct, positive effect on students' research spirit. Moreover, the indirect, positive effect of transformational teaching is only significant, among the components of positive youth development, in the component of care when it comes to research spirit. As of the classroom emotion components, only the emotional capacity component proved to have an intermediary role in the correlation between transformational teaching and research spirit. The indirect effect of transformational teaching upon research spirit is also positive by means of the arbitration of this component. The results obtained from the research indicate the significance of learners' perceptions of the educational environment and classroom emotion in enhancing research spirit.

The main purpose of this study was to explain the academic emotions based on academic support and achievement goal orientation through the mediating role of academic self-regulation. The research method was correlational of structural equations modeling type. The statistical population included all male and female students of junior high schools in Sanandaj in the academic year of 2021-2022, from which 390 students were selected by multi-stage cluster sampling method. They answered the Academic Emotions questionnaire, Academic Support questionnaire, Achievement Goal orientation questionnaire and Academic self-regulation questionnaire. The data were analyzed with the structural equations modeling via SPSS-21 and AMOS-21 softwares. The findings corroborated the good fitness of the model with research data. According to the findings, the direct paths from the academic support, mastery and performance orientation to positive and negative academic emotions were significant (P <0.01). Also, the indirect paths from the academic support, mastery orientation and functional orientation through the academic self-regulation to positive and negative academic emotions were significant (P <0.01). In conclusion, the academic self-regulation can play a mediating role in the relationship between academic support and achievement goal orientation with positive and negative academic emotions in students.

The present applied correlational study was conducted to assess the relationship between academic emotions and emotional creativity in the sixth grade elementary school students in the city of Golbahar. A total of 286 sixth graders were selected according to Krejcie and Morgan Table by random cluster sampling method. Data were collected using Pekrun’s Academic Emotions (2005) and Averill and Thomas Knowles (1991) Emotional Creativity Questionnaires. The study hypotheses were assessed using Pearson’s correlation coefficient and independent t-test. The results showed a significant relationship between students’ academic emotions and their emotional creativity. Students’ academic emotions were significantly different according to gender and also school type (public vs private). Their emotional creativity was not significantly different for school type, but it was for gender.

Proper management of the classroom is one of the most important factors in improving the performance of learners, and performance improvement is one of the ultimate goals of educational systems. Therefore, it is necessary to know the factors influencing class management. Therefore, the present study aimed to determine the mediating role of emotional creativity in the relationship between teachers' emotions and classroom management at Farhangian University. The research method was descriptive-correlational using structural equation modeling and the statistical population of all professors of Farhangian University with a population of 7000 people that by random cluster sampling, 400 people were selected as the sample size. The tools used included:, Chen Emotion Questionnaire (2016), (Reliability 0.76), Wolfgang & Glickman Class Management Questionnaire (1986), (Reliability 0.767) and April Emotional Creativity Questionnaire (1991), (Reliability 0.796) were used. . The collected data were analyzed using path coefficient and t-statistic and structural equation method using SPSS software version 23 and Amos version 24. The Sobel test was also used to measure the effect of the mediating variable. The results showed that the relationship between classroom management and teachers 'emotions is negative and significant, and emotional creativity as a mediating variable improves the relationship between teachers' emotions and classroom management. Overall, the results showed that the research data has a desirable and acceptable fit and supports the research model.Keywords: Classroom Management, Teacher Emotions, Emotional Creativity. Farhangian University professors.

The purpose of this study was to examine the mediating role of teacher feedback in the relationship between students’ feelings of shame and guilt, on the one hand, and teachers’ emotions and the structure of classroom objectives, on the other hand. The statistical population of this study included all fourth-, fifth-, and sixth-grade elementary students and their teachers in Lamerd, Fars province, Iran. A total of 400 students and 37 teachers were selected using multistage cluster sampling. Teachers completed the Teacher Feedback and Emotion Questionnaire, and students completed Classroom Goal Structure Questionnaire and Emotional Awareness Scale for Children. Path analysis was used to investigate the causal relationships, and the data were analyzed using SPSS and AMOS version 24. The results showed that among the teachers’ emotions, only happiness, love, and anger correlated with students’ shame, but none of the components of teachers’ emotions correlated with students’ guilt. While mastery goal structure had a negative relationship and performance-avoidance goal structure had a positive and significant relationship with students’ emotion, shame, and guilt, performance goal structure had no significant relationship with either students’ emotion, shame, or guilt. Performance goal structure had an effect on teacher feedback through the mediating role of shame. Furthermore, teachers’ fear, sadness, and love had a significant indirect effect on shame through the mediating role of teacher feedback. Based on the results, it is recommended that a contingency contract be used to create a mastery goal structure in the classroom. In addition, teachers’ feedback should be offered in a way that engages students in educational activities but does not trigger emotions or a sense of shame or guilt in them.

The aim of this study was to compare the effectiveness of Phonographic and Davis teaching methods on reading performance and academic emotion of students with dyslexia. The experimental research design was pre-test, post-test. Therefore, in order to conduct this research, random sampling method was used. Twenty-eight 8-year-old dyslexic students in the second grade of elementary school were substituted for experimental activities in three groups, including 9 girls and 12 boys. After performing the pre-test in all three groups, the first experimental group underwent phenographics training for 12 sessions of 45 minutes, the second experimental group underwent Davis training for 16 sessions of 30 minutes, and the control group did not receive any special training. The findings showed that the phonographic and Davis teaching methods had an effect on the components of composition, knowledge of codes and auditory processing, but had no effect on the analysis dimension. Comparing the effectiveness of the two methods, it was found that the Davis method is more effective on the auditory processing component than the phonographic method. However, in other components of reading performance, there was no difference between Phonographic and Davis methods. In addition, the findings confirmed the effectiveness of phonographic and Davis teaching methods in reducing fatigue and anxiety in dyslexic students. Davis's method increased academic excitement, but the phonograph method did not have a significant effect on academic excitement. The results of the study were discussed in line with the similarities and differences between the two methods of phenography and Davis on reading performance and academic excitement of dyslexic students. So, it can be acknowledged that both educational methods can be used to help dyslexic students in elementary school.

This study was aimed to investigate the relationship of cognitive abilities and mindfulness with teacher wisdom with mediating positive emotions. The method of this study was descriptive-correlation.The population included 600 primary school teachers. For this purpose, 375 elementary teacher were selected using simple random sampling method. They completed Nejati (2013) Cognitive Abilities Questionnaire, Brown & Ryan (2003) Mindfulness Questionnaire, Chen (2016) Positive Emotions Questionnaire and Ardlet (2003) Three-Dimensional Wisdom Scale. After collecting the data, structural equation modelling was used to test the proposed model and hypothesis as well. The results showed that the proposed model has good fit (NFI = 0/91 & SRMR = 0/068). The results of analyzes showed that cognitive abilities, mindfulness and positive emotions have a significant positive effect on wisdom. Also, the mediating role of positive emotions in the relationship between cognitive abilities and mindfulness with wisdom was confirmed. Findings show that by increasing the variables of cognitive abilities, mindfulness and positive emotions, we can expect an increase in wisdom in teachers.Keywords: Cognitive abilities, Mindfulness, Positive emotions, Teacher wisdom.

This cross-sectional study conducted to develop a model for predicting academic achievement of university students by investigating the relationship between teaching skills, academic emotions (positive and negative), and academic stress associated with perceived behavioral control using structural equation modelling. The statistical population consisted of 360 students of Islamic Azad University of Hamedan who were selected randomly using relative stratified method. The study was descriptive and correlation. The data was analyzed by SPSS version 25 and SmartPLS version 3.2.8. The results showed that validity and adequacy of the suggested model was suitable. Thus, it could be used in different situations by experts in the related areas. The relationship between positive perceived behavioral control and academic achievement was significant; perceived behavioral moderated the effect of negative emotion and stress on academic achievement. The key role of professor skills in academic achievement of students was confirmed directly or through its effect on positive emotion. The effect of teaching skills was not significant on academic achievement of students with negative perceived behavioral control, while the effect of academic stress was confirmed on these students. Therefore, identification of students with negative perceived behavioral control and psychological interventions for these students can be effective in their academic achievement and their mental health.

The aim of this study was to determine the relationship between irrational beliefs and excitement and marital compatibility. A total of 121 married teachers in Isfahan were selected by stratified sampling method and answered the Jones irrational belief questionnaire (IBT), the Zuckerman questionnaire (1978) and the Spaniard questionnaire (1976). Data were analyzed by Pearson correlation coefficient, t-test of two independent groups and analysis of variance. The results showed that irrational and emotional beliefs do not have an interactive effect on marital adjustment. Also, there is no significant positive relationship between irrational beliefs and marital adjustment. In addition, there is a significant positive relationship between marital excitement and marital incompatibility, while there is no difference between irrational beliefs of men and women.

The aim of the present research was to predict self-control based on excitement and self-centrism, and the mediating role of coping styles. The method of the study was descriptive and correlational with structural equations. The population of the study included the students in the second semester in 1396-97, who were 380 based on the statistics by the education department. The sampling technique was random clustering. Considering the Morgan table, 181 students were sampled for the purpose of the study. The instruments were Tony (2004) Questionnaire of Self-Control, Arnett’s excitement Scale (1992), Lopsly et al. (1997) Questionnaire of Self-Centrism, and Lazaro’s and Flookman (1985) Coping Styles Questionnaire. For data analysis, the SPSS version 21 was used for Multivariate Regression with the significance levels 0.05 along with Lizrel for structural equations. The results revealed that there is multiple relationship between self-control, excitement, and self-centrism and the mediating role of coping styles. There was also a relationship between self-control and excitement and the mediating role of coping styles. A relationship was also found between self-control and self-centrism and the mediating role coping styles. There was also a relationship between excitement and self-centrism and the mediating role of coping styles.

This research was aimed on designing multimedia education based on Sweller's cognitive load theory and determining its effect on mathematic educational excitement among 3rdgrade of elementary students. In this research, semi-experimental design "pretest-posttest with control group" were used. The research involved a sample of 502 third degree of elementary students(boys) of Chaipareh in 2017-2018. According to cluster sampling meth two classes from schools and 15 students from each class were selected randomly. These two groups were also randomly assigned to experimental and control group. Lichtenfeldet al. (2012) educational excitement questionnaire was used for information collection. Multivariate covariance (MANCOVA) test was used for hypotheses analyze. The results showed that implementation of multimedia education designing based on Sweller's cognitive load theory effects significantly on increasing educational excitement enjoy and decreasing educational excitement fatigue and anxiety. Experiment group mean in posttest was more than control group mean. It can be concluded, according to results, multimedia education designing based on Sweller's cognitive load theory can be used as one of the decreasing negative educational excitements and increasing positive educational excitement of students

The purpose of this study was to predict academic achievement based on the goal orientation and perception of classroom with the mediating role of academic emotion in the form of causal model in path analysis. The statistical sample of this study included 380 students studying in the 9th grade at Tabriz city who were selected by cluster random sampling method. The data collection tools included such questionnaires as Achievement Goal Questionnaire (Elliot & McGregor, 2001), Perception of Classroom (Gentry, Gable and Rizza, 2002) and Academic Emotion (Pekrun, 2005). The results showed that the components of goal orientation (tendency domination, avoidance domination and tendency performance) and the components of perception of the classroom (interest, choice, pleasure) had a direct and positive impact on academic achievement but the avoidance performance had a direct and negative impact on academic achievement. The components of tendency domination, tendency performance, avoidance performance, interest and pleasure had an indirect significant impact on academic achievement through positive emotions. However, the components of tendency domination, tendency performance, avoidance performance, interest, challenge and pleasure had the same impact through negative emotions. Overall, the results showed that, in comparison with components of classroom perception, the components of goal orientation can be considered good predictors of academic achievement.