یحیی یاراحمدی

Purpose: the aim of the present research was to present an aggression prediction model in teenagers based on family cohesion and communication patterns with the mediating role of resilience. Methodology : this cross-sectional study was of correlation type. The research population consisted of second grade high school students of Tehran city in academic year 2019-2020. The research sample consisted of 500 individuals chosen through multistage cluster sampling method. They responded to the following instruments: Novaco Anger Scale and Provocation (Novaco, 1986), communication patterns (Ritchie and Fitz Patrick, 1990), family cohesion (Olson et al., 1985), and resilience (Connor and Davidson, 2003). The data were analyzed by Pearson correlation coefficient and structural equations modeling in SPSS and AMOS 22. Findings : the results showed that the aggression prediction model in teenagers based on family cohesion and communication patterns with the mediating role of resilience had good fit. Further, conformity-oriented communication pattern did not have a direct significant effect on resilience and aggression in teenagers and indirect significant effect with the mediating role of resilience on aggression in them (P>0.05). However, the conversation-oriented communication pattern and family cohesion had a direct significant effect on resilience and aggression in teenagers as well as indirect significant effect with the mediating role of resilience on aggression in them (P<0.05). Conclusion : according to the obtained results, for reducing aggression in teenagers, the extent of conversation communication pattern and family cohesion can be promoted in them through organizing educational workshops.

Purpose: Academic engagement as a basis for reformist efforts in the field of education is very important in achieving learning experience so that indirectly guarantees students' academic achievement. Therefore, purpose of this study was to prediction of academic engagement based on academic optimism, perception competence and achievement emotions in students. The descriptive- correlation method was used. Methodology: The statistical population consists of all male students studying of Hewraman region in year academic 2019-20 to 1476 student. In this study, according to random cluster sampling method, 100 married students by formula Plant of Tabachnick & Fidell (2007) were selected as samples and they were asked to academic engagement scale (AES) of Reeve (2013), perception competence scale of Harter (1982), academic optimism scale (AOS) of Tschannen‐Moran, Bankole, Mitchell and Moore (2013) and achievement emotions questionnaire (AEQ) of Pekrun, Goetz & Perry (2005). Findings: The data were analyzed by tests of Pearson correlation and multivariate regression. Results: Findings showed that there was positive and significant correlation between spdemic optimism, perception competence and positive achievement emotions with academic engagement (P<0/01). There was negative and significant correlation between negative with academic engagement (P<0/01). Regression analyses also revealed that %79/2 of variance of academic engagement was explained by academic optimism, perception competence and achievement emotions. Conclusion: This study confirmed the significant contribution of academic optimism, perception competence and achievement emotions in academic engagement of students. The results of this research can help planners and implementers of education organization to adopt appropriate educational policies in order to engage students in academic studies and the factors affecting it.