پروین کدیور

A child's ability to engage positively with others, express emotions positively, and control behavior is referred to as social and emotional competence. Thus, the aim of this study was to explain social-emotional competence based on positive mood Characteristics, self-efficacy in emotion regulation with mediating role of social support of female students. The method used in this research was structural equation modeling correlation, which was performed in Tehran during the academic year 2018-2019 in December and October. 420 female students from all female students with an average age of 17 years in public schools in Tehran in the academic year 2019-2020, were randomly selected by cluster sampling method. Bromes's temperament (2007), social support of Wax et al. (1986), self-efficacy of Caprara et al. (2008), and competence Emotional-social completed by students Zhu and Ei (2012) questionnaires were administered to students. Pearson correlation coefficient test and path analysis methods were used to analyze the data. Data were analyzed using SPSS-21 and AMOS18 software. Based on the presented model (The root-mean-square error (RMSEA) was 0.072, and the square root of the mean squared residual (SRMR) was 0.062, which was less than the criterion (0.08) and thus confirmed the fit of the model. Based on the results, Positive mood traits affect social-emotional competence both directly (P <0.05, β = 0.159) and indirectly through social support (P <0.05, β = 0.204). In order to promote social-emotional competence, social support should consider an effective variable and important intervention priority of educational systems.

Learning can only maintain its functional originality when it leads to permanent changes, and such changes are only possible if accompanied by self-explanation. The current study was conducted to investigate the effect of self-explanation and the solved examples on students’ transfer, intrinsic motivation, and cognitive load in English courses. It was an experiment in the form of a 2×2 generalized random block design. The population consisted of all 8th-grade students in Semnan, Iran, from whom 120 students were selected applying random sampling – by considering a figure for each student, writing each figure on a piece of paper, putting all inside a pack, mixing them together, and drawing one piece out each time to get 120 candidates. Teaching English was done using the “Solved Examples” method. The instruments applied  to collect the data included the Intrinsic Motivation Questionnaire by Kuvaus and Dysvik (2009), the Cognitive Load Questionnaire by Paas and van Merrienboer (1993), and the researcher-made questionnaire of near and far transfer. The statistical analysis of the data was conducted using the Two-way Analysis of Variance (ANOVA). The findings indicated that the format of presenting content (ordinary and erroneous solved examples) and self-explanation are correlated significantly with the near and far transfer, cognitive load, and intrinsic motivation (P<0.01). Based on the obtained results, it can be argued that self-explaining and presenting solved examples are useful strategies to enhance students’ transfer, intrinsic motivation, and cognitive load in learning English, and can be included in the curriculum of schools to empower students in solving intellectual problems.