Teachers'professional identity is the core of their teaching activity and professional commitment, and its discovery is very important for improving curricula and students learning. The present study was conducted to design and evaluate the validity and reliability of the teachers'professional identity questionnaire.

This is a sequential combined exploratory study. The statistical population included teachers of East Azerbaijan province. The sample size of the quantitative section was estimated to be 300 people by simple random method. The participants of the qualitative section were purposefully selected and after interviewing 16 people, data saturation was obtained. The categories were identified and coded through interviews with teachers and literature study, and based on that, a questionnaire with 86 items was designed. The questionnaire was used by six experts to determine the content validity. Structural validity and data analysis were obtained by exploratory and confirmatory factor analysis with maximum likelihood. The reliability of the questionnaire was calculated through Cronbachchr('39')s alpha test.

The results showed that all questions have a suitable factor load with their component. The general structure of the teacherchr('39')s professional identity has the highest impact factor (0.79) with the learning component for teaching and the lowest impact factor (0.61) with the stress coping strategies component. The results of the analysis showed a good fit of the designed model with the experimental data and the validity of the teacherschr('39') professional identity structure was confirmed both at the level of questions and at the level of components.

The results showed that the model fit indices are in the acceptable range. Also, the results of confirmatory factor analysis indicate that the research data fit the factor structure. The Teacher Professional Identity Questionnaire with high validity is a tool that is valid for use in educational and psychological research.

Internship is an important approach in connecting the theoretical world of the university and the practical world of students to complete their knowledge and skills. The purpose of the research is to investigate the Obstacles and challenges for the Implementation of Internship in undergraduate psychology.

This study adopted a mixed approach. In the qualitative section, interviews were conducted with 28 experts, faculty members, psychologists and graduate students who were selected using a purposive random sampling method. The statistical population of the quantitative section of this study was 5th-8th grade students in 2017-2018 and graduates of 2014-2017 in psychology, 150 of them were selected by stratified random sampling method. The data were collected through semi-structured interviews and researcher-made questionnaires. Content validity was used to determine the validity of the interview and the questionnaire, and to determine the reliability of the questionnaire, Cranach’s alpha coefficient was used.

The results of a Quantitative part of the research showed that the most important obstacle in the successful implementation of internship is the lack of attention of academic authorities to the practical lessons and the lack of cooperation between universities and non-academic centers for conducting internships. Participants in the interview also emphasized on the lack of seriousness of internship and inconsistency between the university and society as the most important barrier.

Identifying the barriers and challenges of implementing internships can help design and develop appropriate programs, solve the problems, and ultimately lead to better student achievement in professional capacities.

Prevention of academic failure and subsequent improvement of educational quality and academic achievement of students are important in considering the variables related to academic achievement. One of the psychological characteristics that affects the academic achievement of the learners is procrastination. Educational neglect is affected by several factors. In this study, the study of variables of academic stress and mobile phone addiction in procrastinating and not procrastinating student was studied.

The subjects were 307 Medical science University students who were studying at undergraduate level in 1397-98 selected by multistage cluster sampling. To obtain the data, three educational questionnaires were used: educational procrastination questionnaire, educational stress questionnaire, and mobile-based social networking questionnaire. To analyze the data, cluster analysis was performed using hierarchical method, multivariate T2 Hutchling test and ANOVA.

The result of this analysis was the discovery of two clusters of students: the first cluster (procrastinating students), including students who had high mean scores in both academic stress and mobile addiction (N = 171), and the second cluster (not procrastinating students) The mean of lower scores was in both academic stress and mobile addiction (N = 135).

People neglect spend more time on using mobile phones, and are more likely to suffer more stress than others who are addicted to mobile phones.

The purpose of this study was to investigate predictors of academic burnout in undergraduate students of Tabriz University based on emotion regulation strategies and academic stress.

The research method was descriptive-correlational based on the purpose of data collection. The statistical population of the study consisted of all undergraduate students of Tabriz University in the academic year 2018-2019. The sample size consisted of 386 undergraduate students of Tabriz University who were selected by cluster random sampling. The data gathering tools in this study were Hoffman and Keshdan emotional self-regulation scale, Coderon academic stress scale, and Bareso, Salanova, and Scafley academic burnout scale.

The results showed that there is a significant negative relationship between emotional adjustment component and academic burnout, there is a significant positive relationship between emotional adjustment component and academic burnout, and also between academic stress and academic burnout. The results also showed that among the components of emotional self-regulation, the components of emotion regulation self-regulation were able to predict academic burnout and academic stress were also able to predict students' academic burnout.

The findings underscore the importance of the role of emotional self-regulation and academic stress on students' academic burnout. Therefore, applying emotion regulation strategies and teaching it as well as teaching students stress management strategies seems to be essential for students, which can lead to reduced academic burnout, increased academic well-being and overall improvement of students' mental health.

Academic enthusiasm is one of the important indicators of academic quality. The recognition of teachable factors associated with that in medical sciences is of high importance due to their strong link with clinical practice and ensuring community health, therefore the purpose of this study was to investigate the relationship between learning strategies and academic enthusiasm with regard to the mediating role of goal orientation among students of Shiraz University of Medical Sciences.

The purpose of this research was applied and in terms of collecting data, a descriptive correlation was used. The statistical population consisted of students of the Nursing and Midwifery, Shiraz University of Medical Sciences in the 1396-1397 academic year. The Sampling method was stratified random. Using Morgan table, the sample size was 260 people. For data collection, the Pintrich and Digroot Learning Strategies Questionnaire (1990), Buffard et al.chr('39')s Goal Orientation Questionnaire (1998), and Fredericks & Blumenfeld Academic Enthusiasm Questionnaire (2004) were used. In this study Cronbachchr('39')s alpha coefficient was used to ensure the reliability of the subscales.

The results showed that the fit of academic enthusiasm model in the present study is at a relatively desirable level. In this study, the components of learning strategies (cognitive and metacognitive strategies-resource management) have an indirect and significant effect on academic enthusiasm through mediation goal orientation (mastery, performance and avoidance of failure). Among the components of goal orientation, mastery goals showed the most direct effect on academic enthusiasm and among the dimensions of learning strategies, cognitive strategy has the most indirect effect on academic enthusiasm

Learning strategies with goal orientation mediation are important factors in improving and increasing studentschr('39') academic eagerness. Therefore, it is recommended to pay attention to the factors of learning strategies and goal orientation in order to push and increase studentschr('39') academic eagerness.

Although learning outcomes have a theoretical basis, the components of learning outcomes in different studies have been considered differently. The purpose of this article is to explain the concept and determine the constituent components of learning outcomes for the undergraduate Students.

This study is grounded Theory. Researchers to study with more than 150 sources include of articles, books and reports for the last 30 years has been able to identify 29 relevant sources that comply with the following criteria. The components of learning outcomes have been extracted and in the second stage, the concepts and components of learning outcomes have been categorized as axial coding.

The results show that 26 categories were categorized into first factor, and 14 categories were categorized as second factor and 7 categories as third factor. For categories number one, the title was "cognitive Competencies", for categories number two, it was called "emotional Competencies" and for Categories number three, it was called "Skill Competencies".

Therefore, The Components of learning Outcomes can be categorized into three Categories: cognitive, emotional and skill. If we pay balanced Attention to cognitive, emotional and skill Competencies, expect the Growth and Education of graduates with deep Knowledge, professional Ethics, constructive Attitude and high Skills.

Todays, various social networks such as Viber, WhatsApp, Telegram, Line and so on have affected all aspects of life. One of the most important benefits of these networks is their application in the education sector. The present study intends to investigate the relationship between userschr('39') perceptions of social networks and the collaborative learning of health care providers in the field of education and prevention of thalassemia disease.

The statistical population of this study was all health cares of health centers of Mashhad city. According to Cochranchr('39')s formula, 398 people were selected by simple random sampling method. In this research, a questionnaire was used to collect information. The hypothesis test was performed through correlation and linear regression analysis with SPSS software.

The findings indicated that there is a significant relationship between the use of social networks (with three components of perceived ease of use, perceived usefulness and perceived enjoyment of social networks) with collaborative learning of health care providers.

Regarding the relationship between social networks and its features (ease, usefulness and enjoyment) with collaborative learning among health care providers of health centers of Mashhad city, to managers and authorities of health centers is recommended using the network social promote the level of knowledge and awareness of health care providers in the health and medical education sector.

This study was carried out to investigate the role of group wares in increasing organizational learning capability in Farhangian University. In order to investigate the effects of deterrence (barriers) or promotion (facilitation) of the group ware and information technology on organizational learning capability was studied.

The present study was performed by mixed method. In the "qualitative method" with "referring to the opinion of Delphi experts" and "documentary analysis" this field was done. Components affecting the learning ability of Farhangian University, based on library studies and semi-structured interviews with "scientific and executive experts", are identified and in a small part then by methods of measuring content validity ratio (CVR) and content validity index (Content validity) index: CVI) 9 components were identified and its reliability was confirmed through a pre-study in a sample of 30 people using Cronbach's alpha method. One of the most important was organizational technology (software group) which was discussed in this study

 In the qualitative research section, by referring to the specialized panel, component identification was performed and In a small study, after validation and validity assessment, the results showed that. Among the 6 items, "Using previous experiences" did not have a favorable status, did not obtain sufficient validity and was excluded from the study. Calculations are performed in SPSS22 .

The results showed the group ware effective mediation role in the implementation of administrative, research and educational processes and also in the development of intellectual capital in the university in order to prevent disruption in the teaching-learning process. Finally, effective solutions were proposed to improve the organizational learning capability with the help of group wares.

The prevalence of high-risk behaviors is one of the serious health threats that has been considered in recent years. The aim of this study was to investigate the mediation of self-compassion dimensions on attachment styles and high-risk behaviors of students.

The present study was a descriptive-correlational study with hierarchical regression method by Baron and Kenny method. The statistical population included all Islamic Azad and Payame Noor students of Karaj branch, which was estimated at about 15,000 people. Using Morgan table, 374 single students were selected by convenience sampling method. The participants answered the questionnaires of Hazen and Shaver attachment style, high-risk behavior and compassion. The results were analyzed using SPSS 21 statistical software.

The results showed that among the three dimensions of attachment style, ambivalent style predicts high-risk behaviors (F = 77.4, P <0.03). The results of attachment and compassion style regression showed that only the ambivalent attachment component has the power to predict compassion (p <0.00 F = 172, 11). The results of hierarchical regression analysis showed that only the isolation dimension of the dimensions of self-compassion has a mediating role in the relationship between ambivalent attachment style and high-risk behaviors. The Sobel test was used to evaluate the significance of the mediating effect, which showed the significance of this test.

Due to the importance of ambivalent attachment style in predicting high-risk behaviors and the mediating role of isolation dimension in relation to ambivalent attachment style and high-risk behaviors of students, it is necessary to pay more attention to these two variables in intervention and preventive programs, So that students can act more appropriately in their fields of study. Therefore, it is possible to improve educational processes and strategies by basing them on the underlying components.

Regarding the importance of social adjustment in adolescence and its related factors in school education system, the present study aimed to predict social adjustment with regard to self-efficacy and cognitive-emotional adjustment in high school boy students.

This research was a descriptive correlational study. The statistical population was first grade high school students in Ghaemshahr city. The sample size was 368 based on Cochran formula. However, due to the possibility of some of the questionnaires not being returned, it was decided to distribute more questionnaires. In total, 384 questionnaires were obtained by multistage random sampling. California Social Adjustment Questionnaire, Sherer and Adams General Self-efficacy and Cognitive Custody Regulation (CERO) were used as a research tool.

The results showed that there was a positive correlation between social adjustment with self-efficacy (R = 0.206) and positive cognitive regulation (R = 0.427); social adjustment with negative cognitive setting (R = -27.43) by inverse; Self-efficacy with positive cognitive regulation (R = 0.227) has a significant positive relationship. Self-efficacy has a negative relationship with negative cognitive setting (R -0.145).The results also showed that positive cognitive prediction alone predicts 18% of social adjustment, and self-efficacy has a very small impact of about 1% on compatibility.

According to the present research and the citation of the researches, it is suggested that Workshops and classes on teaching Cognitive Emotion Strategies and Emotion Management and combining them with school curriculum, especially in high school, should be considered as an effective factor in social adjustment and self-efficacy.

Identifying effective educational strategies in developing the skills required by academics with an Islamic approach is one of the basic and urgent needs of the country's academic community. In this regard, the present study uses a descriptive-analytical method based on library information and documents, while conceptualizing the term Wisdom and wisdom based university, with the aim examines the strategies of education in the university with the wisdom based university.

The present study was conducted by descriptive-analytical method with a qualitative approach. The required information has been collected using authentic documents and documents with a documentary or library method. The data collection fiches has been designed to provide information. Content analysis is done by classifying and categorizing information. Sampling was done by targeted method of chain type.

The research findings show such things as: the rule of belief principles, Islamic rules and ethics in all aspects of the university; Rationality; Cultivation takes precedence over education; The sanctity of science and scientific environments; commitment to the ideals of the Islamic Revolution; Scientific jihad and promotion of national self-confidence and production of beneficial science and development of software movement; priority of national interests and public interests over individual and group interests; Civilization of universities; central justice in all aspects of the university; Attention to the requirements of the connection between the two systems of higher education and public education; Attention to the requirements of the connection of the two systems of higher education and public education are among the principles and foundations of wisdom-based University.

The results of the research show that wisdom-based University is need-based and efficient and deepens knowledge through the alignment between the system of affiliations and beliefs with techniques whose main mission is to train wise people by the centers of wisdom and to create and publish. And the excellence of the culture of science and technology and, ultimately, the development of wisdom.