مطالب

Objective:    This study was conducted to investigate the mediation of self-regulated learning strategies in the relationship between achievement goals and test anxiety. Methods:  The present study was a descriptive-correlational research. It included 408 Participants (234 female and 174 male students) of University of Birjand who were selected by convenience sampling method in 2021. Pintridge and DeGrutte self-regulatory learning strategies questionnaire (1990), Friedman and Jacob test anxiety questionnaire (1997) and Middleton and Midgley progress goals questionnaire (1997) were used to collect data and the online links of these questionnaires were provided for the participants. Descriptive and inferential statistical methods such as Pearson correlation and structural equation were used to analyze the data. Results:  Findings showed that achievement goals had an effect on self-regulated learning strategies and test anxiety (p <0.05). Conclusion: Results showed that attention to self-regulated learning strategies and achievement goals was important in improving students' test anxiety. Therefore, the therapists are recommended to improve test anxiety in their treatment meetings consider self-regulation learning strategies.

Background: Managers manage the corporate social responsibility path and as a result, their personal beliefs, beliefs and values ​​are very effective on the company's response to social responsibility. Accordingly, the purpose of this study is to investigate the relationship between ethical ideology and economic conservatism of managers of companies listed on the Tehran Stock Exchange with their attitudes toward corporate social responsibility. Method: This research is an applied and descriptive-correlational research. The statistical population includes financial managers of companies listed on the Tehran Stock Exchange. In 2020, a sample of 204 people from this community was randomly selected. The measurement of variables is based on a questionnaire and structural equation modeling and factor analysis have been used to analyze the data. Results: The results of data analysis show that moral idealism and economic conservatism have a significant and positive relationship with corporate social responsibility. The results also show that there is no significant relationship between relativism and corporate social responsibility attitudes. Conclusion: Based on the results, idealistic and economically conservative people are more inclined to corporate social responsibility and are more likely to participate in corporate social responsibility activities. Accordingly, it is better to take effective action in accepting and promoting corporate social responsibility activities by raising awareness and strengthening ideas such as idealism and economic conservatism in the field of university education and while serving accountants and financial managers.

Purpose: Inclusive education plays an important role in improving the situation of students with special needs. The present study was conducted with the purpose of developing a local model of inclusive education for students with special needs in the exceptional education organization due to the lack of a local model in this field. Methodology: This study was applied in terms of purpose and qualitative in terms of execution method. The research community was professors and experts in educational management and psychology of exceptional children in the field of inclusive education in Tehran in 2020-21, and 10 people were selected as a sample using the purposeful sampling method according to the principle of theoretical saturation. The tool of the present study was a semi-structured interview, which its validity was confirmed by the opinion of experts and its reliability was calculated by the coefficient of agreement between two coders at 0.85. TO analyze data, the method of coding and thematic analysis was used in MAXQDA version 20 software Findings: The findings indicated that the local model of inclusive education for students with special needs had 40 indicators, 16 components and 7 categories; so that the categories included the development of cultural capital, development of human resources, communication between family and school, preparation of educational infrastructure, response to educational needs, continuous monitoring and follow-up, and continuous interaction with education. Finally, the local model of inclusive education for students with special needs was designed and developed in the exceptional education organization. Conclusion: The results of this research can be used by specialists and planners of exceptional education. Through planning to improve the components and categories identified in the current research, they can provide the basis for improving inclusive education for students with special needs in exceptional education organizations.