درخت حوزه‌های تخصصی

Purpose: There is no doubt that one of the most important educational management and planning tasks of schools is to encourage youth to participate and cooperate in all matters. They can engage students in various school affairs by developing appropriate educational planning. This can help youth feel useful and get away from isolation and boredom as one example of fulfilling a happy and joyful life. The present study was aimed at investigating the relationship between academic self-regulation and metacognition with students’ academic achievement. Methodology: This was an applied research and followed a descriptive correlational method in terms of data collection. The statistical population included all students in Gilan-e-Gharb. 110 of them were selected through multi-stage cluster sampling method to participate in the study. To collect data, the self-regulatory questionnaire and Connell Ryan (1989) and O’Neill and Abedi metacognition questionnaire were used. Findings: The results showed a significant relationship between self-regulation and its dimensions including internal self-regulation, external self-regulation, cognitive self-regulation and internal motivation with student’s academic achievement. In addition, there was a significant relationship between metacognition and components of innovation and collaboration with students' academic achievement and the components of innovation and collaboration could predict students' academic achievement (P <0.05). Conclusion: Teachers can play an effective role in students’ academic achievement by creating a climate of collaboration and assistance among students in addition to creating a positive attitude toward the environment.

Purpose: The purpose of this study was to identify and rank the dimensions and components of the pre-school and post-secondary model of academic participation in Karaj Secondary Schools. Methodology: The research method was applied in terms of purpose, and in terms of data collection method, it was a consecutive exploratory mix. The statistical population of this research was in the quantitative section, high school teachers in Karaj in the academic year 2017-18 which included 786 educational units and 17732 teachers. In order to execute the questionnaires, stratified random sampling method was used and a sample of 376 teachers was selected. In the qualitative section, the researcher collected qualitative data through a qualitative interview with 21 experts, in which the reliability of the collection was 77.6% by another researcher. The results of this section indicated that in the components of academic participation antecedents, classroom management components, educational leadership, instructional strategies, organizational climate, and physical environment, and in the outcomes section, learning ability, academic motivation, and academic self-efficacy and academic achievement. Were extracted. Findings: The results showed that among the antecedents of academic participation, education management had the highest standard coefficient (0.98) and the lowest standard coefficient among these variables was 0.76 for education and culture strategies. In other words, educational management explained 96% of the variance in educational participation, while the two variables explained education and climate strategies 58% of the variance. Conclusion: Education is generally influenced by five factors, including teacher, program, equipment, and educational environment. Each of these factors has characteristics that can have different effects on academic achievement and learning.

Purpose: The purpose of the present study was to investigate the relationship between positive emotion styles with life expectancy and mediation of quality of life in male elderly. Methodology: This study was a descriptive-correlational study that aimed to investigate the mediating role of quality of life in the relationship between positive emotion styles and life expectancy in the elderly. The statistical population of this study included all elderly men over 60 years old in Neyshabour Welfare Office. The sample consisted of 132 elderly people who were selected through available sampling. Beck, Haffer & Scobler (2009), Schneider et al. (1991) Life Expectancy Questionnaire, and World Health Organization Quality of Life Questionnaire (1998) were used for data collection. Data were analyzed based on structural equations and correlation coefficient. Findings: The direct effect of positive emotion styles on life expectancy was 0.425 with a significance level of 0.008 and the indirect effect of positive emotion styles on life expectancy with respect to quality of life of the elderly was 0.404 and the corresponding significance level was It is less than 0.5, so the mediating role of quality of life is confirmed. The results of regression analysis and structural equations showed that there was a relationship between positive emotion styles with life expectancy and mediation of quality of life in male elderly. P≤ 0.001). The results also showed that the role of quality of life in the relationship between positive hyper-emotion style and hyper-interest with partial life expectancy was. (P ≤0.001) Conclusion: Based on the findings of this study, it is shown that extrasensory styles such as being pleasant, socializing, inhibiting and accepting change in quality of life increase in elderly men, which leads them to experience higher life expectancy.