مطالب

Purpose: Considering the decreasing age of addiction and the many problems faced by addicts, the present research was conducted with the aim of presenting a causal model of bias towards drugs in students based on the academic failure and hyperactivity and attention deficit with the mediating role of hopelessness feelings. Method: The current research in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The research population was all the junior and senior high school students of one district of Mashhad city in the 2020-2021 academic years, which number of 310 people of them were selected as a sample by cluster random sampling method. The tools of the current research were the questionnaires of addiction potential, academic failure, hyperactivity and attention deficit and hopelessness, which whose psychometric indicators were confirmed in previous researches and in this study. Data were analyzed by structural equation modeling method in SPSS version 24 and AMOS version 24 software. Results: The findings of the present study showed that the causal model of bias towards drugs in students based on the academic failure and hyperactivity and attention deficit with the mediating role of hopelessness feelings had a good fit. Also, the variable of academic failure on the hopelessness feelings and bias towards drugs, the variable of hyperactivity and attention deficit on the hopelessness feelings and the variable of hopelessness feelings on the bias towards drugs had a direct and significant effect (P<0.05), but the variable of hyperactivity and attention deficit on the bias towards drugs hadn’t a direct and significant effect (P>0.05). In addition, academic failure and hyperactivity and attention deficit had an indirect and significant effect on the bias towards drugs with the mediating of hopelessness feelings (P<0.05). Conclusion: The results indicated the effective role of academic failure and hyperactivity and attention deficit with the mediating of hopelessness feeling on bias towards drugs. Therefore, the planners and specialists of cultural and educational activities of adolescents in order reduce to bias towards drugs can seek to design and implement programs to reduce academic failure, hyperactivity and attention deficit and hopelessness feelings.

Introduction: No one could give meaning to the other's life, for the meaning of life is a personal not a general affair. Therefore, anyone should look for the meaning of his own life. The main goal of the present research is analyzing the role of ethical values and their contribution in education from the view of Frankl's approach. Material and Methods: The present research with the help of descriptive-analytic, comparative and deductive methods has been written and its information have been collected through the documentary – library searching. Conclusion: The measures and values could help men to find meaning in life to guide him to make better decision. In other words, a meaningful life is equal to valuable life, namely in the case the life could be meaningful that man recognizes the three creative, perceptive and experimental values. One can say that there is an interrelated condition between the values and the meaning. To Frankl the most indicators of spiritual life are magnanimity, accountability to the call of conscience and searching for meaning.

Motivation and affect as two salient variables in L2 development are no longer seen as the stable individual difference factors they were once believed to be. Influenced by process-oriented approaches and by increasing understanding of how the complex dynamic system theory (CDST) works, researchers have been emphasizing the holistic, non-modular, dynamic and changeable nature of motivation and affect to-date. Accordingly, this study utilized the principles underlying the CDST perspective to examine the interrelationships between Iranian EFL learners’ motivational and affective factors mediated by working memory and gender over an academic semester. To this end, 445 pre-intermediate male and female students completed the motivation questionnaire and L2 Enjoyment Scale four times with one-month intervals during an academic semester and Working Memory Scale once in the beginning of the term. Relationships that emerged indicated both motivational and affective stability and fluctuation over a semester of instruction at one month intervals. The findings also illustrated how these factors are inseparable from students’ learning context. Implications of study and directions for further research were also discussed.