جمال صادقی

Emotions are the primary source of motivation and movement in humanbeings. Positive emotions help maintain and guide responses and behaviors. These emotional experiences, in academic situations, play an important role in shaping students' judgments, decisions, priorities, and behaviors by providing basic information. The aim of this study was to investigate the causal relationship between Hexaco personality traits and English language anxiety with the mediating role of positive academic emotions in students. This study was applied in terms of purpose, and considering how information and data were collected, it was descriptive-correlational.The statistical population included all 525 ninth grade female students of 10 public girl’s junior high schools in Babol, in the academic year 2020-2021. Using Krejcie and Morgan (1970) Table, 225 students were selected as the research sample through simple random sampling method. The instruments of the study included the HEXACO Personality Traits Questionnaire (De Vries & Van Gelder, 2013), Positive Academic Emotions Questionnaire (Pekrun et al., 2005), and English Language Anxiety Inventory (ALI, 2017).To analyze the data, Kaiser-Meyer-Olkin test, Bartlett’s test, correlation coefficient, regression, path analysis and structural equation modeling were used. The research model showed a very good fit.The findings showed that there is a significant relationship between the students’ personality traits, positive academic emotions and English language anxiety. In addition, personality traits and positive academic emotions have a direct effect on students' English language anxiety. Also, personality traits have a significant effect on students' English language anxiety through the mediating role of positive academic emotions.

Emotional self-regulation plays a very critical role in promoting intelligence beliefs and improving students' academic performance. Through emotional self-regulation, students can believe in the effectiveness of their intelligence and achieve higher performance in their educational and learning processes. The aim of the present study was to investigate the relationship between IQ beliefs and chemistry performance with emotional self-regulation mediation in students. This study was applied in terms of purpose, and considering data collection procedure, it was descriptive-correlational. The statistical population included all 275 female students of 11 public senior high schools in Mahmudabad, the 11th grade, in the academic year 2020-2021. Based on the census method, the whole population of the research community was used as a sample. The instruments used for data collection included the Intelligence Beliefs Questionnaire (Babaei, 1998) and the Emotion Self-Regulatory Questionnaire (Gross & John, 2003).  Also, the final score of the chemistry course was used as the chemistry performance of the participants. To analyze the data, Kaiser-Meyer-Olkin test, Bartlett’s test, correlation coefficient, regression, path analysis and structural equation modeling were used. The findings showed that there was a statistical significant relationship between intelligence beliefs, emotion self-regulation and students' chemistry performance. In addition, intelligence beliefs and emotion self-regulation have a direct effect on students' performance in chemistry. Also, intelligence beliefs have a significant effect on the performance of students' chemistry lessons through the mediation of emotion self-regulation. It should be mentioned that the research model had a very good fit. Given that intelligence beliefs and emotion self-regulation can predict the performance of students in the chemistry course, it is recommended to modify cognitive beliefs and teach emotion self-regulation techniques in order to improve students' academic performance.

Educational self-efficacy and its relationship with learners' different psychological traits can have a tremendous effect on the success or failure of the students. Thus, the present research sought to investigate whether academic self-efficacy has an effect on the students' stress derived from the education expectations based on such mediating factor as the difficulty of emotion regulation. The research method was descriptive-correlational based on structural equations. The statistical population consisted of all 800 junior female high-school students, 9th grade, from 16 State schools in the third district of Tehran. To decide on the sample size according to the number of observed variables, assigning a coefficient of 25 for each (7 variables in the model), and taking the possibility of incomplete questionnaires into account, 200 people were chosen by cluster sampling method. The data were gathered using three questionnaires: self-efficacy (Jinks & Morgan, 1999), difficulty in emotion regulation (Gross & John, 2003), and educational expectation (Ang & Huan, 2006). Using the structural equation modelling, the data analysis revealed that educational self-efficacy and difficulty in emotion regulation had a direct and significant effect on the stress caused by educational expectations. Also, an indirect effect of educational self-efficacy with the mediation of difficulty in emotion regulation was captured and the research model was revealed to predict 63% of the stress variable due to educational expectations. The study revealed the importance of cognitive factors in explaining the stress caused by academic expectations.

Purpose: based on the role of consistency and academic engagement in academic performance, this research aims to determine the effectiveness of flourishing education on the consistency and academic engagement of students. Methodology: This research was semi-experimental with a pre-test, post-test design, and a control group. The statistical population of this research was the second-grade high school students of Chalus city in the academic year of 2019-2020. The sample size was 30 people who were selected by convenience sampling method and replaced by the simple random method in two equal groups including experimental and control groups. The experimental group had flourishing education for two months at 8 sessions (one session a week), and the control group did not receive any education. The research tools were Duckworth, Peterson, Matthews & Kelly's (2007) consistency questionnaire and Reeve & Tseng's (2011) academic engagement questionnaire. The data were analyzed by multivariate covariance analysis methods in SPSS software at a sig. level of 0.05. Findings: the results showed that flourishing education increased students' consistency (and both of its dimensions include stability in interest and persistence in effort) and academic engagement (and all four of its dimensions include cognitive, emotional, behavioral, and agency) (P<0.05) after controlling for the effect of the pre-test. Conclusion: it is essential to use the mentioned method to improve academic characteristics by considering the effectiveness of flourishing education in increasing consistency and academic engagement in students.

Listening anxiety is the feeling of apprehension that learners might experience when trying to comprehend information from others. This anxiety associated with listening comprehension has been a significant focus of academic research for the past few decades. Foreign language listening anxiety (FLLA) can be triggered by different factors, including affective pressure, cognitive load, or communication disorders. However, there is a lack of appropriate conceptual models to accurately pinpoint the sources of anxiety related to listening. This research introduces a novel model in a non-experimental correlation research design to scrutinize the efficacy of cultural intelligence (CQ) and reflective thinking (RT) in predicting the source of FLLA among EFL learners. To accomplish this, a sample of 250 EFL students was administered the three scales for the constructs under study. In terms of the statistical analysis, structural equation modeling (SEM) was run to examine the fit of the conceptual model. The findings showed that both CQ and RT affect FLLA. However, RT was a stronger predictor of FLLA than CQ. Notably, critical reflection was found to be the strongest predictor of FLLA in the RT. Besides, both cognitive and behavioral dimensions equally influenced FLLA for CQ. Lastly, the results and implications for reducing FLLA are discussed.

This study introduces a model to test the impact of cultural intelligence (CQ) on the listening anxiety. In so doing, reflective thinking (RT) and language learning motivation (LLM) were considered as the predictor roles. To examine the model, a non-experimental correlation research design was adopted. To collect the data, four scales, Ang et al. (2007) CQ, Kim’s (2000) LA, Noels et al. (2000) LLM, and Kember et al. (2000) RT were distributed via Porsline online survey tool among EFL learners.  Following Byrne (2010) guidelines for the sample size, a sample of 250 (n= 117 male and n=133 female) students were randomly selected using a cluster random sampling method at multistage from 23 language institutes. Notably, each student was asked to fill out four questionnaires. Thus, a total of 1000 questionnaires were disseminated digitally via the portal. In total, 815 questionnaires were collected but 185 cases were deemed invalid during the initial examination process. The SEM analysis was performed using the SPSS and AMOS 21 software packages. The results showed that CQ, RT, and LLM made significant unique contributions as the predictors of LA, with a predictive power of (R2 = .47). Specifically, CQ, RT, and LLM collectively accounted for 47% of the variance in LA through both direct and indirect pathways. Accordingly, teachers may consider enhancing learners’ RT to foster listening skill. Besides, high level of CQ can help decrease anxiety in listening skills. The results and implications for reducing LA are further elaborated upon.