نشریه تدریس پژوهی
سال هفتم شماره 3 (پاییز 1398)

It has been nearly a century that psychologists have been extensively working to identify predictors of well-being and academic achievement. The success of students at school is the primary goal of any educational system. Success at school involves gaining appropriate experiences in all psychological, emotional, social, behavioral and biological dimensions. Gaining these experiences at school can have a decisive impact on the present and future lives of children and adolescents. Academic buoyancy is one of the normal concepts and constructs of positive attitudinal psychology study that is associated with improved academic achievement because vitality is one of the influential factors in education that students have identified as a strategy for dealing with problems and challenges. They use education. Schools and other learning environments are places where academic challenges, barriers and pressures are a lasting reality of academic life, which can make students tired and frustrated at school. The antecedents of academic buoyancy have been considered at three different psychological levels, factors related to the academic environment and participation in the educational process, and factors related to family and peers. At the family and peer level, family support, communication with others, informal networks of friends, peer education, supportive and empowered parents, and membership in grassroots associations have been referred to. Family-level and peer-to-peer levels were considered in the process of coping with stressors and the process of stress. According to Newgarten's Theory of Activity (1964), establishing and maintaining active family relationships and social support and participation in social interactions helps to keep the individual dynamic and is a potential force for mental health support and enriches the sense of subjective well-being. By the emotional climate of the family, we mean how family members interact and behave. Family members' perceptions of each other, their feelings and interest in each other, and how they are involved or not involved in each other's work and their cooperation or competition with each other, illustrate how they relate. At the school level and participation, more attention has been paid to learners' perceptions of the learning environment the term atmosphere is known as a system of situational dimensions that affects the participants. Situational dimensions can include social, physical, emotional, and intellectual factors. The learning environment, based on the principles of constructivism, is a good learning environment for the classroom and results in better academic achievement and increases the overall effectiveness of education. This view holds that the process of knowledge-building requires active learning by the learner. Social constructivist environments seek to lead the individual toward responsibility, goal-setting, and goal-directed teaching and facilitators. Thus, it can be concluded that teachers should be able by developing a favorable learning environment and subsequently, making learners 'perceptions of the learning environment positive, enhancing their learning outcomes, one of which can be learners' motivation. In addition to family and educational factors, psychological antecedents affecting academic buoyancy, the concept of academic engagement and self-efficacy beliefs are among the positive factors in students' vitality and academic success in educational settings, especially in schools. Academic involvement is considered as the basis for reformist efforts in the field of education, reflecting the active involvement of the individual in a task or activity, and emphasizes the role of self-awareness in the study, design of meta-cognitive beliefs and self-regulation. Lack of self-efficacy is also the source of many problems with academic failure and psychological problems. Therefore, identifying antecedents and factors affecting students' ability to cope with academic challenges and obstacles that lead to academic buoyancy is therefore important. The purpose of this study was to develop a model of academic buoyancy of female high school students in Saveh based on family emotional climate, constructivist social learning environment and academic engagement mediated by academic self-efficacy.  

The research method was correlation and structural equation model. The statistical population consisted of all high school female students in Saveh city in the academic year of 2018-2019 that 347 students were selected through cluster sampling. The tools used included the Haghayeghi and Kareshki social constructive learning (2015), Rio and Tsing' academic engagement (2011),  Morgan & Jinks academic self-efficacy (1999), Hill Bern family emotional climate (1964),  Dehghanizadeh and Husseinchari academic buoyancy questionnaires (2012). Pearson correlation coefficient, structural equations and goodness of fit indices were used for data analysis, and Bootstrap method was used to investigate the indirect relationships of the paths. All analyzes were performed using Statistical Package Software for Social Sciences (SPSS 19) and Software (Lisrel 8.5) Software.

 The findings of this study showed that the hypothesized model of academic buoyancy based on family emotional climate, social constructivist learning environment and academic engagement mediated academic self-efficacy in high school students in Saveh, had appropriate goodness of fit with data. Structural equation results showed that perceptions of social constructivist learning and family emotional climate did not have a direct effect on academic self-efficacy (p <0.05) but academic involvement had a direct effect on academic self-efficacy (0.74). Academic engagement and family emotional climate have no direct effect on academic buoyancy (p <0.05) but perceptions of social constructivist learning have a direct effect on academic buoyancy (p <0.01). Academic self-efficacy has a direct and significant effect on academic buoyancy (p <0.01). The results of indirect relationships showed that only academic engagement affects academic buoyancy mediated by self-efficacy.

The results support the direct effect of academic engagement on academic self-efficacy and mediate the role of self-efficacy in the relationship between academic engagement and students' academic buoyancy and indicate the importance of mediating variables. The cognitive process of self-efficacy affects many behaviors including task selection, effort, endurance, and progress, and the importance of this mediating variable was also confirmed in the present study.

Given the relationship between theory and practice, there has always been a strong tendency to explore the theoretical foundations of practice on the one hand, and the effects of practice on the repair and completion of theory on the other. Efforts in this field of education can help to shape an educational philosophy and consequently an appropriate educational program (Zandvanian Naini, Safaei Moghaddam, Pakseresht & Sepasi, 2009). This is especially important for teacher/students. Teacher/students are of particular importance as a link between educational thought and practice because they are directly exposed to higher education and education. In other words, teacher/students can operation apply theories of higher education at the level of education, and this is of particular importance because they can critique and analyze educational theory and also, with the touch of the operational levels, help improve educational practice (Mohammadi Pouya & Dehghani, 2016). This study investigate the relationship between epistemological beliefs and educational philosophies with teacher/students' teaching Approaches.  

The research conduct with descriptive-correlational method. The research population includes all teacher/students of Alzahra University in Semnan province with a sample size of 122 people. Data gathering by three questionnaires: epistemological beliefs, educational philosophies and teaching approaches. For determine reliability, Cronbach,s alpha was used which its value for epistemological beliefs 0.93, educational philosophies 0.92 and teaching approaches 0.88. SPSS software was used for data analysis in format of descriptive and inferential tests, including, K-S test, one sample T-test, Pearson correlation coefficient (PCC) and multivariate regression.  

Findings from the survey -relationship between epistemological beliefs and educational philosophies with teacher/students' teaching Approaches- showed the priority of epistemological beliefs of teacher/students was "simple knowledge" and the priority of their educational philosophies was "reconstructionism" and also Teacher/Students prefer the "learner-centered" teaching approach. Based on the findings, the epistemological beliefs of »simple knowledge« and »quick learning« with teacher-centered and learner-centered approach and epistemological beliefs of »definitive knowledge« and »immutability« with teacher-centered approach, have a positive and significant relationship. Because in definitive knowledge and immutability, there is talk of certainty and principles and definitive and inviolable knowledge is dependent on the authority other than itself (Chan & Elliot, 2003). Therefore, the teacher is the source of knowledge and control of learning with him and considered the teacher-centered approach. But, beliefs such as quick learning, need to be used interactive of the role of teacher and student, and therefore use of teacher-centered and student-centered teaching approaches. Another result of the study was that the educational philosophies of »essentialism« and »perennialism« with teacher-centered approach, and educational philosophies of »progressivism« and »reconstructionism« with student-centered approach have a positive and significant relationship. This result is in line with the research results of Mohammadi Pouya (2017) because they also found in their research that the teaching- centered teaching approach had a significant relationship with the educational philosophy of sustainability. It is consistent, as they also report that there is a significant relationship between the types of educational philosophy and classroom management strategies. The results of this research section are in line with the research results of Malekipour and et al (2016), because they also report that there is a significant relationship between types of educational philosophy and classroom management strategies. Also the results showed that the epistemological beliefs of »simple knowledge«, »quick learning« and »definitive knowledge« and the educational philosophies of »essentialism« and »perennialism« can predict teaching approaches. This result is also in line with the results of the study Malekipour and et al (2016), because they have found that the types of educational philosophy of essentialism and sustainability can predict authoritarian and authoritarian class management, and the types of educational philosophy of progressivism and restructuring can predict authoritative, democratic, and indifferent class management. Finally, it was found that teacher/students prioritized the student-centered teaching approach to teacher-centered teaching approach. This result is inconsistent with the findings of the study by Javadipour and et al (2016) and Mohammadi Pouya (2017), because they reported that the teacher-centered teaching approach was more supportive than the student-centered teaching approach. In explaining this finding, it can be acknowledged that in the Javadipour et al's research, Teachers as the research community and in the Mohammadi Pouya's research, professors as the research community, whose average age is often higher than the current research community. They are from the older generation of the educational system, and the current research community - teacher/students- is considered to be the newer generation of the educational field, who have a better relationship with the process and characteristics of today's teaching. On the other hand, this conclusion can be attributed to the emphasis of the education system on the fundamental transformation document of education in recent years. Because the contents of the fundamental transformation document of education and the national curriculum document of the Islamic Republic (as high level documents of the education system) have been designed and developed using a competency-based approach. Examples of competency-based perspectives can be found in the various sections of the national curriculum document. For example, in the section on general approaches and orientations, it is mentioned that learners have an active role in the process of teaching-learning and training and developing their competence inherently. Also in the section on content, it is mentioned that content-centric is tailored to present and future needs, interests, students' psychological characteristics, Islamic community expectations, and educational time (National Curriculum Document, 2012). However, given the prospect of high level documents and teacher/students training, it would be natural for teacher/students to support student-centered teaching approaches based on competency-based and to focus on this approach towards learners.

Today, the importance of writing as a way of exchanging information and expressing thoughts is much more evident. In schools and universities of developed countries, special attention is paid to writing and writing skills, since competence in "writing" leads to the development and development of the mother tongue and can contribute to the consolidation of the roots of the mother tongue. In elementary school in Iran, many books are taught. But there are classes for which there are no special books, such as "Writing". The teachers teach this lesson, given that there is no specific book for this lesson according to their taste. So teachers may first give the subject matter to the students and give necessary explanations about it. In future meetings, they ask students to read the topics they wrote about the subject of writing the week before. The entries are then graded by the teacher. This method of writing makes students disinterested in writing because students, especially elementary school students, know nothing about how to write properly and get confused when writing. In Iran, reading skills in schools are restricted to reading only, and writing skills are limited to independent time students only until the end of the first year of high school. This skill is practically neglected in secondary school as a marginal course and a subset of the Persian language book (Hosseini Nejad, 2007). The lack of a book or a specific resource for teaching essay, the lack of specific indicators for evaluating essay and poor teacher knowledge of active and creative teaching methods in essay are problems of writing. Overall, numerous theoretical foundations and backgrounds suggest that researchers are focusing on important writing skills as one of the basic skills for elementary school students that highlights the role of the school and school environment in developing this skill. The overall results of the above backgrounds show that many researchers have focused on identifying the relationship between progress in writing on other educational variables such as creativity or the effectiveness of a variety of teacher teaching methods. In the meantime, there is a vacuum of research evaluating the effect of writing techniques on the development of writing skills in students. Despite the efforts of education researchers in this field, this gap is still tangible and it is necessary to introduce these techniques and determine their impact on the development of students' writing skills. Therefore, the present study seeks to identify more precisely its effects on students' learning and improvement of their writing skills by introducing a standard set of writing techniques. So, this study aimed to examine the effectiveness of writing techniques on academic achievement of elementary school students.    

The research method was semi-experimental with pretest-postest and control group. The population consisted of all female students in the sixth grade of elementary region 2 in Yazd. Thirty students randomly divided into control and experimental groups of fifteen. It was also tried to control the disturbing variables by matching the subjects and randomly selecting them. The experimental group learned for six sessions, essay writing techniques (including shorthand, simple programming, rules, introductions, Wrap-up, conclusions) and the control group spent writing class without learning composition techniques. Academic achievement tests were administered from two groups, before and after the intervention. Data were analyzed using descriptive and inferential statistical methods in the form of ANCOVA.  

The results showed that the composition techniques dramatically affect the students’ academic achievement. According to the results, the adjusted mean of "summary" post-test scores in the experimental group was higher than the adjusted mean of "summary" post-test scores in the control group. Given that the test results showed that the scores of the experimental group in the post-test summary were significantly higher than that of the control group, it can be claimed that within the limitations of the experimental design, enlightenment training correlated with the progress of student summary writing. Therefore, the hypothesis is confirmed. Show more Show less According to the results, the adjusted mean of the post-test "simplification and checking" scores in the experimental group was higher than the adjusted mean of the post-test scores in the control group. Given that the results of the test showed that the post-test scores of the experimental group significantly increased compared to the control group, it can be claimed that, within the limitations of the experimental design, writing instruction increased students' 'writing and checking skills'. Therefore, this hypothesis is confirmed.  

The results of this study showed that using "writing techniques" is related to the improvement of students' writing skills. Using this approach as an effective tool to enhance students' writing skills can be helpful. Obviously, writing skills are one of the basic skills in the field of literature, which due to their high role in advancing the scientific goals of other courses should also be considered with special attention. In explaining the findings of the present study, it can be acknowledged that writing skills, among other educational skills more than other skills, depend on the educational environment, school priorities, as well as teacher skills in education. Standard writing is a skill that few in the family can devote to that time and attention and are often entrusted with school education. If students get acquainted with the simplest writing standards early in school education and then learn and apply more and more of these standards in the following school years, it is certainly in the academic years that this skill as one of Looking at the core lessons, they can perform better. On the other hand, improving students' writing skills requires educating teachers in this field. As studies show, teachers will find students more effective at writing skills and teaching methods after the training. Unless your elementary school teacher is proficient in writing techniques and standards, one cannot expect to help students with writing skills. Therefore, based on the findings of the present study, the following suggestions are made: - Compiling a curriculum guide - Developing a teacher guide for essay and curriculum development - Provide in-service training for elementary teachers - Teaching students writing techniques - Increase essay class hours per week

Introduction E-learning, an unparalleled opportunity to face the limitations of face-to-face training, the realization of the goal of education for all, and the provision for sustainable and balanced development, has rapidly expanded in most educational systems and organizations, but despite this rapid growth, there are some issues and obstacles around it. According to Al-Hujran and et al (2013), the success of e-learning is significantly dependent on the accurate recognition of key barriers and requires the attention of system administrators and designers. If organizations are not ready to setting up and deploying e-learning because of the barriers, the capacities of e-learning remain unused. Without any bias, this research attempts to represent experiences and perceptions of managers and technical officers of the National Iranian Gas Company (NIGC). To reach an in-depth understanding of the nature and significance of the phenomenon under study, it is focused on identifying the infrastructural and managerial barriers to applying e-learning for a specific organizational environment (in this study: National Iranian Gas Company). Therefore, the present article seeks to answer the following questions: 1. What are the infrastructural barriers to implementing e-learning at the NIGC?  2. What are the managerial barriers to implementing e-learning at the NIGC? Method In order to identify the challenges, a qualitative approach based on the phenomenological study with managers and technicians of NIGC was used. From this statistical society, eight people were selected based on purposeful sampling. Semi-structured interviews were conducted for data gathering until the theoretical saturation was achieved. The findings were analyzed using Strauss and Corbin coding method at two open and axial coding levels. Therefore, after the interviews, four steps were followed: Full transcript of audio interviews, Extracting spoken evidence from interviews, Conceptualizing spoken evidence and finally grouping concepts and extracting categories. Finally, to ensure that the findings of qualitative analysis are valid, the Member Checking method (three interviewees) and the Peer debriefing (two professors and two Expert Ph.D. students) from Creswell and Miller (2000) were used in coding documents and interviews. In total, eight items that embraced twenty-one concepts were extracted. Research findings In response to the first question, “What are the infrastructural barriers to implementing e-learning at the NIGC?” by the findings of a semi-structured interview with the NIGC’s executives and technical managers, the three barriers can be considered: Weak communication network, weak IT support, weak physical and hardware infrastructure. In response to the second question about the managerial barriers to the implementation of e-learning in the NIGC, considering the findings of a semi-structured interview with the NIGC executives and technical managers, the administrative barriers in five sections were discussed: lack of support on the part of managers of the organization, lack of motivation among the staff, lack of human resources expert in the field of technology, not taking virtual learning seriously on the part of the organization, deficiency of encouragement and motivation system of the organization. Discussion and conclusion The participants of the present study consider infrastructure barriers as one of the most important factors in the implementing process of e-learning. This dimension consists of three main categories: weak communication network, weak IT support, weak physical and hardware infrastructure. This subject is Consistent with the results of previous studies including (Anderson, 2008; Ali and Magalhaes, 2008; Haydari et al., 2009; Al Hujranet et al., 2013; Bagherimajd et al., 2013; Roy, 2015; Tarus et al., 2015; Jafari has been far et al., 2016; Al Gamdi and Samarji, 2016; Abbasi Kasani et al., 2017; Tari et al., 2017 Mohammadi et al., 2017). Also with the results of this study, managerial barriers are the other factors affecting the successful implementation of e-learning in the NIGC. This dimension includes of the five main categories: inattention and lack of support from the managers of the organization, lack of motivation among the staff, lack of human resources expert in the field of technology, not taking virtual learning seriously on the part of the organization, deficiency of encouragement and motivation system of the organization. This is consistent with the findings of the researches such as (Vencatachellum & Munusami, 2006; Ali and Magalhaes, 2008; Tavakol and Ghazinouri Naeini, 2010; Bagherimajd et al., 2013; Tarus et al., 2015; Roy, 2015; Jafari far et al. , 2016; Al Gamdi and Samarji, 2016). In reviewing the background of research on the barriers of the e-learning implementation, the first added value of the present study is that these barriers were identified locally and considered the context of the National Iranian Gas Company. On the other hand, the data collected by the opinions of managers and technical officers of the gas sector virtual company more precisely and proportionally identifies the obstacles of e-learning implementation. In previous research, the opinions of this group are not considered. Another point is that, compared with the management and infrastructure barriers identified in this study, management barriers seem to be of much greater importance and priority for the attention of virtual education practitioners. managerial problems can have a significant impact to address or alleviate infrastructure problems as well as other problems and obstacles to the proper use of virtual education in our country. Like many barriers and problems in other areas, it is no exception for virtual education that many existing problems are rooted in the inefficiency and inadequacy of management layers in policymakers or practitioners in the field of virtual education. Totally, a review of the theoretical and empirical foundations of the barriers to e-learning implies that each of these barriers or a set of them can affect e-learning programs. Certainly, designing and setting up an e-learning system in an organization requires the provision of appropriate management and professional backgrounds. Therefore, planning and developing appropriate strategies is necessary for overcoming these obstacles.

Architecture education is one of the key issues in the growth and flourishing of Iranian architecture and drawing the future of Iranian and world architecture. In the architectural education system, the most important goal is to get students out of the linear process of high school education, and guide them in an environment of observation, discovery and creativity. Pre-university education is a one-way process of transferring knowledge from teacher to student. In architectural education the goal is to train an architect. In this training, students should be able to create artistic and architectural product in addition to acquiring knowledge, skills and relying on them. Creativity is the main discourse of architecture education and it is the most important tool to increase the designer's power in the architecture design process. Creativity training is widely integrated with engineering training to prepare students to be a creative person in the design industry. Creativity is an imaginative activity designed to create new and valuable products. Creativity is ability, a mental process, or a unique response to a problem. Creativity seeks unique solutions. Achieving excellence in creativity is achieved through encouragement, motivation and opportunities, training and practice. Creativity is a mental process that occurs in people with higher than average intelligence. The creative person has characteristics such as curiosity, high imagination, independence of opinion, and critical thinking. Generally, continuous and sustained creativity and innovation in educational approaches are needed. High motivation in architecture plays an important role in the flourishing creativity of learners. Motivation is one of the most important prerequisites in the educational process. With increasing motivation, novice learner has the ability to create new ideas. Experts have divided motivation into two main intrinsic and extrinsic groups. Intrinsic motivation is the self-desire to seek out new things and new challenges, to analyze one's capacity, to observe and to gain knowledge. It is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on external pressures or a desire for consideration. Extrinsic motivation refers to the performance of an activity in order to attain a desired outcome and it is the opposite of intrinsic motivation. Extrinsic motivation comes from influences outside of the individual. Motivation is the main stimulus for all human actions. Motivation can be defined as the driving force of human activity and its leading factor. Motivation is the reason for people's actions, desires, and needs. Motivation is also one's direction to behavior, or what causes a person to want to repeat a behavior. The main goal of the training of architecture is to educate graduates who are successful and capable of using the lessons to solve problems and challenges in the real environment. Inappropriate teaching methods reduce the educational motivation of the students, and the result is inadequate training of architects. We are seeing a decrease in the motivation of the students according to various methods of training designed prerequisite courses, hence, there is a need for methods to motivate students and raise their creativity. Emotional intelligence is a factor that motivates a person when he does not achieve the goal. Emotional intelligence is the use of emotion to guide behavior, thoughts, communicate effectively with colleagues, use time and how to do the work to promote results. Emotional intelligence is a set of non-cognitive skills, competencies, and abilities that determine how a person can use his or her other skills, how to handle behavior, how to cope with social problems, and how to make decisions, that leads to positive results. Emotional intelligence is mainly manifested in communication. These relationships cover the relation of the individual and the relationship of the individual to others. So we can speak of two categories of general competence in the two personal and social realms. Emotional intelligence is the product of two basic skills of personal and social competence. Self-awareness and self-management refers to the individual and social awareness and relationship management refers to the relationship of the individual with others.  The low level of emotional intelligence, motivation and creativity of the novice learners can be the result of inappropriate teaching. The tradition of incessantly undergraduate and graduate education of architecture in Iran, has been changed and separated from each other in 1999. This caused some changes in curriculum especially in the courses related to basics of architectural design. Before separating system, the introductory courses to architectural design were run in one studio and under supervision of a single group of tutors. But after separating, the courses disintegrated into several units, such as applied geometry, construction, material workshop, sketching and visual perception of built environment. Second preliminary architectural design is one of the courses in architecture, which provoking creativity is the main core and the need for motivation and emotional intelligence is high for novices. The present combined research is trying to depict the effect of studios teaching methods (Integration and disintegration of required courses), on the architecture students emotional intelligence, motivation and creativity. For this purpose, the exercises of second preliminary architectural design, for students in their third semester by two methods combination (At the same time teaching basic courses) and disintegration (Independent teaching basic courses) has been considered. The test has been carried out by two groups of 18 students. Based on research, the concept of dynamic and targeted learning was formed on the basis of combined training. The results indicate that teaching basic training courses by using a combination method improves the individual and social capabilities of the novices and enhanced their emotional intelligence. By increasing individual skills, the intrinsic and extrinsic motivation of novice’s increases and novice learner has the ability to create new ideas and will be able to expand it due to his abilities and this means that the creativity has increased. And as a result, combination education of basic courses is dynamic and targeted education due to the increased emotional intelligence, motivation and creativity of the students.

Two major challenges that teachers face in learning how to adjust complex classroom situations, one is learning to adjust their emotional resources and the other is learning and paying attention to classroom management. Research has repeatedly identified classroom management knowledge as a major predictor of student learning. Emotional exhaustion of teachers is not only unpleasant for teachers, but has also been shown to affect teacher classroom behaviors and student learning (Voss, Wagner, Klusmann, Trautwein, and Kunter. 2017). Inability to effectively organize the classroom and emotional situations appear to be two major barriers to teacher effectiveness. Proper classroom management enables the teacher to create an active and productive classroom environment through effective emotional communication and effective classroom control and provide the conditions for student learning and change. But if teachers are unable to manage the classroom and adjust to its complexities, they will experience emotional stress and fatigue, Emotional fatigue is not only unpleasant for the classroom, but also emotionally unpleasant for the students. On the other hand, engaging in a creative activity and doing it for the enjoyment of teachers can be effective in improving teachers' emotional exhaustion and adjusting their emotional resources. So, purpose of this study is study the relationship between classroom management knowledge and emotional fatigue with moderating creativity. Summarizing research and theoretical foundations in the field under study, it is clear that effective classroom management can be reasonably associated with teachers' emotional exhaustion. Another point is that in most traditional views and definitions, classroom management is synonymous with discipline, and so unconscious teachers try to calm their class by applying punitive methods. Students almost always face stress and emotions themselves, the emotional exhaustion of teachers can also exacerbate this problem. Many researchers, including James (2015), argue that classroom discipline or classroom management is the biggest problem and the source of emotional exhaustion in a classroom teacher. Research Questions How is the current status of classroom management knowledge, creativity and emotional exhaustion of teachers? How is the relationship between classroom management knowledge and emotional exhaustion with the moderating role of creativity? Research method This research in terms of data collection was descriptive – survey and it was applicable in terms of purpose. Statistical population of this study included all secondary school teachers from savadkuh in the academic year of 2012-2013, which was 130 which 59 male teachers and 54 female teachers were selected by stratified random sampling method by using the Krejsi-Morgan table. The knowledge management skills questionaries' of Amin Yazdi and Ali (2008) were used in order to measure the research variables. Performing factor analysis for construct validity indicated that all items of the questionnaire were factor loaded. The validity of the Class Management Style Questionnaire was 0.70. Cronbach's alpha coefficient was used to determine the reliability of this questionnaire. The alpha coefficient was 0.78. The validity of Jang's questionnaire (2016) was confirmed by experts and the reliability of the questionnaire was reported using Cronbach's alpha coefficient of 0.97. Reliability of creativity questionnaire was reported using Cronbach's alpha coefficient of 0.92. Data analysis was performed by using Spss and SmartPLS software. The questionnaires were distributed among male and female teachers randomly. Finally, 111 questionnaires were collected and analyzed. One-sample t-test and structural equation modeling and partial least squares approach were used. Results and Findings The findings showed that there is a negative significant relationship between classroom management knowledge and teachers' emotional fatigue (-0.33); significant negative relationship between creativity and teachers' emotional fatigue (-0.47) and finally, the results indicated that creativity does not have moderator role in relation between management of classroom and emotional fatigue of teachers. Detailed findings of this study are as follows: First, there was a significant negative relationship between classroom management knowledge and teachers' emotional exhaustion. Second, creativity was negatively and significantly associated with teachers' emotional exhaustion. Third finding is that creativity has no moderating role in the relationship between classroom management knowledge and teachers' emotional exhaustion. The fourth finding is that teachers' classroom management knowledge is slightly above average and that teachers use more teaching management style for classroom management; the fifth finding is that the status of teachers 'emotional exhaustion is high and the sixth is that the status of teachers' creativity was slightly above average. Other results showed that teachers had little opportunity to make optimal use of classroom management knowledge and they only focus on making and controlling the training programs they have to offer, and that creates emotional fatigue for teachers. This finding is understandable given the centralized education system in the country where decisions are made from top to bottom at the national level. Based on research findings, teachers with higher classroom management knowledge experience less emotional exhaustion. This result suggests that increasing knowledge in educational management, individual management, and behavior management styles can lead to a decrease in teachers' emotional fatigue. Classroom management knowledge includes many of the teacher's tasks in providing students with resources, handling student attendance, optimizing rules, rules and procedures for group learning. The style of teaching management includes aspects of classroom environment monitoring, building daily curriculum activities, and allocating educational materials to students; therefore, it can be said that teaching and practicing effective classroom practice requires the use of these three styles of classroom management knowledge which can vary slightly depending on the amount of use among teachers.The results of the present study are consistent with the researches by Aloe, Amo, Shanahan. (2013); Tabatabaee, (2013), Voss et al. (2017), Ozdemir, (2007), Arens & Morin (2016), De Jong, Mainhard, Tartwijk, Veldman, Verloop, Wubbels. (2014), Grayson & Alvarez (2008) and Landeche (2009). According to these results, the greater their knowledge of classroom management, the better they can manage the classroom and accomplish their curriculum goals. Despite the limitations and in terms of research results, it is recommended by conducting courses and workshops at different annual intervals, educate teachers on new information and theories related to classroom management knowledge and creativity solutions

The present study aimed at determining the effectiveness of emotion self - regulation training on motivational strategies, academic procrastination and mental health in students. Materials and

The study was formed of quasi-experimental design with control-group and pretest-posttest with follow-up. The research population consists of all of the middle school students in the city of Kamyaran in 2016-2017. The sample consisted of 30 people were randomly selected and randomized in two experimental and contorol groups (n= 15 for each group). Research tools were motivational strategies Questionnaire (MSLQ), procrastination Questionnaire, and mental health Questionnaire (GHQ). The experimental group participated in 8 emotional self-regulating training sessions, After the ending of sessions a posttest was carried out in both groups. Multivariate analysis of covariance (MANCOVA) was performed to analyze the data.

The findings of the study demonstrate that self-regulating training is effective on some of motivational strategies (P<0.05), academic procrastination (P<0.05), and some of mental health (P<0.05). Moreover, emotional self- regulation training remained effective after two months time-lapse.

According to the results, the use of emotional self-regulation training recommended in increased motivational strategy, reduced academic procrastination and improved mental health in students.

The purpose of the present study was to Effect of Students' Perception of Classroom Environment on Academic Self-efficacy and Attitudes to Science with Mediated Perception of Evaluation in first grade high schools. The purpose of this study was to provide a structural model for the effect of students' perception of the classroom environment and assessment on academic self-efficacy and attitudes to scienc In the secondary schools of the first level. The research method is descriptive structural equation. The statistical population of the study consisted of all high school students of Babol's first grade high schools who were selected using two-stage cluster sampling method of 371 students. To collect data, a questionnaire Assessment of classroom environment, Students' perceptions of assessment questionnaire, academic self-efficacy questionnaire and questionnaire Attitude to Science was used. Descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficients and structural equation modeling) were used to analyze the data. . The results showed that there was a positive and significant relationship between all the variables in the classroom environment and the students' perception of the evaluation with academic self-efficacy and attitude to the sciences. The results of structural equations show that three Components of class environments (Equity, Teacher Support and Student Cohesiveness) have a direct and positive impact on the attitude to science. And two Components (Task Orientation and student Involvement,) have a positive effect on academic self-efficacy. The results of structural equations showed that all of Components Students' perceptions of assessment have a positive impact on the academic self-efficacy and attitude to science. The three assessment Components (Congruence with Planned Learning, Transparency, and diversity) have a direct impact on academic self-efficacy, and Congruence with Planned Learning is the only perceived Component of assessment that directly affects the attitude of the sciences. Also, all five Components of evaluation perception are mediatorial in the effect of Task Orientation on academic self-efficacy and attitudes to science. Therefore, it can be said that teaching students about the classroom environment and assessment is a positive predictor of academic self-efficacy and attitude to science.