students

Examining the effect of high-stakes tests on learners’ perceptions has been one of the strands of washback-related research. The present study purported to investigate the washback effect of the English section of the Iranian National University Entrance Exam (henceforth INUEE) on the pre-university students’ perceptions about the high-stakes test. The participants of the study were 218 female students at two pre-university schools in the city of Ahwaz, Iran. The data were collected through a validated questionnaire. Responses and reactions to the questions were found to be mixed: a sizeable segment of the students were positive about the INUEE, considering it a valid evaluator of academic knowledge and viewing the test as a factor which at least 'forced' them to study English. However, those with negative perceptions criticized the test for mainly being an evaluator of rote-memorization ability (rather than academic knowledge) and a major source of anxiety, and its multiple-choice testing format etc. The findings could be of pedagogic help and significance to policy makers, language testing scholars and teachers.

Background : The purpose of this research was the qualitative survey of effective factors on students' participation in extracurricular sports activities. Method: The research methodology was qualitative, the kind of phenomenology with targeted sampling gathered through in-depth interviews with 16 students from Allameh Tabataba’i University of Tehran, Iran. The number of students in this university (research population) was about 18,000 in the academic year 2016-17. All interviews were carefully recorded, and then the analysis of the text of the interview was carried out by Smith’s method. Results: Findings from the interviews with students was extracted in three main themes, including: Students' enthusiasm for sports activities, motivational factors of sports participation, and barriers to sports participation. 30 sub-themes are also included. Conclusions: Based on the results of this study, it is recommended that authorities and managers of extracurricular sports activities of universities pave the way for the development of extracurricular sports activities for students by removing barriers to sports participation and improving the factors of motivation and enthusiasm for sports.

  The purpose of this study was to investigate the mediation role of study habits in the relationship between progressive motivation and self-regulated learning in first-grade students. The research method was descriptive and correlational. The statistical population of this study included all the high school students in the second district of Kerman consisting of 3900 students in the academic year of 2018. According to the Morgan table, 350 students selected through stratified random sampling methods were selected as the sample. To collect the data, Buffard et al. (1994) self-regulation questionnaire, as well as Kazemi's Educational Achievement Motivation (2007) and Pulessani and Sharma (1989) study habit questionnaires were used. According to the results of the study, there is a significant relationship between progressive motivation and self-regulation (p <0.05); a significant relationship between the developmental motivation and the study habits (p <0.05); and between the study habits and the self- regulation (p <0.05). Also, it was found that study habits have a mediator role in the relationship between progress and self-regulation (p <0.05).

Various studies suggest that it is important to determine students' personality charecteristics and assertiveness and make them aware of these differences in order to improve learning process and outcomes. This study aimed to find out how much of the variance in postgraduate students’ assertiveness is explained by five personality characteristics (i.e., Openness, Neuroticism, Extroversion, Agreeableness, and Conscientiousness) and which one of these characteristics significantly predicts the students’ assertiveness. To this end, 66 postgraduate students within the age range of 22 to 35 participated in this descriptive correlational study. They were majoring in English language teaching at Islamic Azad University,Tabriz Branch, Tabriz, Iran. The College Self-expression Scale (CSES) and Big-Five Personality Inventory were used to assess the students’ level of assertiveness and their personality characteristics, respectively. In order to answer the research questions, a multiple linear regression analysis was carried out. The results revealed that about 14 percent of the postgraduate students’ assertiveness is explained by five personality characteristics and out of them, only Extroversion has a significant contribution to their assertiveness. The pedagogical implications are presented for teachers, students, syllabus designers, and materials writers.

The purpose of this study was to examine the accords and discords between English language teachers’ and students’ perceptions of teacher interpersonal behavior in four selected secondary schools in Ethiopia. The samples of the study were 48 English language teachers and their respective 420 students. In order to collect data, questionnaires were administered to both students and teachers. To analyze and interpret the data, a two-tailed independent sample t-test was used. Accordingly, the findings revealed that teachers rated themselves considerably higher for helpful/friendly, leadership, and strict behaviors and lower for uncertain, admonishing, student freedom/ responsibility and dissatisfied behaviors as compared to their students’ rating of them. However, no significant difference was found between the two bodies for understanding interpersonal behavior. Similarly, teachers notably felt they were highly in control of classroom communications and had more affiliation/ connection with the students in the process of communications than their students’ perceptions of them. Hence, there were much discords between English language teachers’ and students’ perceptions of teacher interpersonal behavior. Following the findings, some recommendations were forwarded.

Background: Students’ academic quality failure has facilitated education situation in some cases by instructors over the last few years in order to gain students’ satisfaction and hence it becomes an immoral action. This paper was written with an aim to investigate the link between students’ academic quality failure and pressure on instructors for participating in immoral activities in the field of accounting. Method: This study is a descriptive-correlation study and its population consisted of all accounting instructors at Iran universities. The sample consisted of 111 individuals, which was obtained by a random sampling. To measure the research variables, a standard questionnaire was used. Moreover, the study period was 2017. For analysis of the findings in the form of two main hypotheses, a structural equation modelling with Smart PLS 3.2.7 edition was used, and confirmatory factor analysis was performed in LISREL 8.8 edition. Results: The findings of the research indicate that there is a positive and significant relationship between students’ academic quality failure and pressure on instructors for participating in immoral activities in accounting. Conclusion: The findings of the research indicated that there is a positive and significant relationship between students’ academic quality failure and pressure on instructors for participating in immoral activities in accounting. In addition to this, pressure on instructors for participating in immoral academic activities remained at a level higher than average, which calls for more thorough investigation.

A flipped classroom, as one of the participatory learning techniques, is based on group dynamics and social interactions. The present study aimed to investigate the effectiveness of the flipped classroom technique in promoting academic motivation and self-efficacy among high school students. The research method was quasi-experimental with a pre-test and post-test design and a control group. The statistical population included all female high school students in Ahvaz city in the academic year 2019-2020. Using the purposive sampling method, 30 ones were selected and divided into experimental and control groups (n=15 per group). The research instrument included the Academic Motivation Questionnaire and Student Self-Efficacy Scale. The experimental group received the flipped teaching program during eight 90-minute sessions; however, the control group received the traditional teaching method. Analysis of covariance (ANCOVA) was used to analyze the data. The results indicated that there was a significant difference between the flipped and traditional teaching methods in experimental and control groups (p<0.0001). The flipped classroom technique was effective in increasing academic motivation and self-efficacy among students. The study findings indicate that the flipped classroom method can be used to promote academic motivation and self-efficacy and decrease academic failure among students.

Purpose: in the present study, the relationship between cognitive emotion regulation and academic buoyancy with the role of mediating self-disability in students has been studied. Methodology: The present study was descriptive-correlational. The research population included all female secondary school students in Sabzevar City. 323 students were randomly selected as the sample in a multistage cluster sampling method. They completed Jones and Rodwellt Self-Handicapping Scale (1982), Garnfesky, Kareev and Spinhaun (2001) Emotional Cognitive Regulation Questionnaire and Dehghanizadeh and حسینchary (2012) Academic Buoyancy Questionnaire. Findings: The results of the research indicated that the model of the research had excellent fitting and self-handicapping has a mediating role in the relationship between emotional cognitive regulation and students’ academic buoyancy. Also, 79% of the variations in academic buoyancy are explained through the strategies of positive and negative cognitive emotion regulation and academic self-handicapping and 74% of the variations in academic self-handicapping are explained through the strategies of positive and negative emotion cognitive regulation. Discussion: As a result, it should be acknowledged that students who grow up to develop strong emotions could handle social barriers and pressure well, and manage behaviors that can mitigate their academic achievement. Therefore, the emotional stress of students in dealing with stressful situations affects self-handicapping and, consequently, their academic buoyancy.

Purpose: The present article aims to examine the effect of media on students' mental and psychological health in the process of culture-building by the Baharestan TV of Tajikistan. Methodology: The study has been carried out by providing examples such as visual culture, media philosophy, child TV and culture-building. This research studies the culture-building practices of Baharestan TV and generally examined whether Baharestan TV has a fundamental philosophy underlying the appropriate culture-building practices of student's television, and how is the effect of this medium on mental and psychological health of student audiences. Findings: This study has used the Persian, English, Tajik and Russian books on student's television, an interview with the staff and the management of Baharestan TV, watching this TV, and watching about 14 months of Baharestan TV programs in 2012 and 2013. 6 months out of these 14 months were analyzed and a researcher-made questionnaire has been used to measure the effect of Baharestan TV on Persian-speaking students of Iran, Tajikistan and Afghanistan. The programs of Baharestan TV, the face-to-face interviews, the researcher's analysis, and the comparison with successful models indicate that this TV is not sufficiently expert as a student TV. Discussion: Due to the fact that the Russian or American programs are widely used in the Baharestan TV of Tajikistan by and there are limited programs with native and Islamic culture, student audiences are faced with identity crisis.

Purpose: The main goal of the philosophy education program is to create intellectual challenges for students, which plays an important role in the ability of cognitive skills. Methodology: The present study was conducted to examine the effectiveness of teaching philosophy in the form of a curriculum on the working memory of elementary school students in Mashhad in the academic year 1391-1396. Twenty-eight female and female students were voluntarily selected and randomly divided into two groups: control and Experiments were conducted. Then all the participants responded to the Wechsler memory test. The research method was experimental and pre-test and post-test design with control group. Then, the classroom method was used in a circle method with the help of the stories of Sharp Lepman and Robert Fisher. Seven training sessions were conducted for the experimental group and the control group was performed on the waiting list They were. After completing the training sessions again, "all participants responded to the Wechsler memory test. To test the hypotheses, the covariance analysis method was used. Findings: The results showed a significant difference in the working memory of the experimental group. Therefore, it seems that training with Slow-hole technique can have a positive effect on the blindness of blind children. Conclusion: The workload of the motor-driven motor is in many complex cognitive activities requiring hard-coded controlled processing. Encourages the use of high-level cognitive skills in students, and this can be done Depending on the workload, it is related to work memory.

Purpose: Today, countries around the world have come to realize that a wide range of skills, thinking skills and basic skills are needed to prepare students for an unpredictable future. To achieve this, learners must expand their awareness of themselves as thinkers and learners, practice strategies for effective thinking, and develop the thinking skills they need throughout their lives, because thinking and thinking are at the beginning of any Production and construction in the human world. The new education is trying to provide children with the necessary curriculum preparation through the various curricula. Teaching philosophy to children is one of the ways that has been considered in recent years for thinking and reasoning. Methodology: The purpose of this study was fundamental and in terms of data collection, it was a descriptive survey and it was a qualitative research in terms of content analysis and foundation data method. All elementary school students in the city of Sari were the community of research experts who had at least one elementary school teacher. Semi-structured interviews were conducted with 12 people using snowball sampling. Findings: The results of the content analysis and dimensional data analysis method showed that teaching philosophy included teaching how to think, teaching to ask, how to ask. Emphasis on the rightness of thought, on right thinking, on the transfer of philosophical thoughts to learners. Conclusion: Involving children in teaching philosophy has both cognitive effects and increased self-esteem, self-efficacy, social intelligence, emotional intelligence and perhaps transferable skills. It is effective in reducing anxiety, enhancing positive behaviors in the classroom, promoting positive self-concept, cultivating emotional adjustment, and reducing irrational thinking

Purpose: The purpose of the present study was to investigate the individual entrepreneurial components of students from the perspective of university lecturers. Methodology: The present study is based on a data-base research method that was conducted through interviews with 12 experts including a combination of university professors and members of the profession including various professional disciplines using purposive sampling method. selected. Data categorization, interviews were analyzed based on the first two stages of the three-stage Strauss and Corbin system, namely open and axial coding and categorical coding. Subcategories and categories were obtained and finally They were divided into main categories that are more general and conceptual. After collecting the questionnaires, 50 raw data were identified which converted this raw data into 17 common codes and 17 common codes were presented in 9 classification concepts, then 9 concepts were classified into 4 categories. In this study, the main variables extracted from the data and their subcategories were investigated. Findings: Data content analysis resulted in the extraction of 4 main themes (subcategories) and 9 sub-themes (concepts) as follows: Creativity with sub-themes: desire for innovation and initiative and fluidity; meta-cognitive beliefs with Sub-themes: Tolerance of ambiguity and flexibility; Self-esteem with sub-themes: Self-esteem and self-assurance; Sub-themes of thinking style: General and partial thinking. Conclusion: The increasing importance of entrepreneurship education and its ability to improve economic growth and job opportunities is evident in some universities at both academic and non-academic levels.

Purpose: The purpose of this study was to determine the mediating role of self-differentiation in the relationship between personality traits and perfectionism in students. Methodology: The present study was descriptive in terms of purpose, and in terms of data collection, it was a descriptive correlational design and a path analysis method. The statistical population of the study was all students of Azad University of Science and Research Branch in the academic year 2018-19. The sample consisted of 300 students who were selected by cluster random sampling. Research instruments included Perfectionism Scale Frost (1993), Differentiation Scale Skowron and Friedlander (1998) and Five-Factor Personality Questionnaire Costa and McCreary (1985). Data analysis was done by path analysis and Sobel test at the significant level of 0.05. Findings: The results of data analysis showed that despite the indirect effect of agreeableness, openness to experience and conscientiousness on perfectionism was confirmed by differentiation. On the one hand, differentiation was influenced by personality traits on the one hand and had a significant effect on perfectionism on the other hand (P <0.005). Conclusion: Given that high perfectionism plays a significant part in the development and persistence of individual problems, it can be acknowledged that personality traits influence perfectionism by considering the mediating role of differentiation.

Purpose: The purpose of this study was to compare the personality characteristics of single-child, two-child and multiple-child students in Sari. Methodology: This study was a descriptive-comparative study. The statistical population of this study included all male and female students of first, second and third grade high schools of public and private schools in Sari in the academic year of 2018-19. The sample of the study population was 370 people using random sampling method based on Morgan table. In order to predict the decrease of subjects, the tests were performed on 500 people, but finally 324 questionnaires were completed. Demographic and personality questionnaires were completed by the 5-item Neo. Data was analyzed by SPSS software using descriptive statistics and multivariate analysis of variance at the significant level of 0.05. Findings: The results showed that there was a significant difference between the characteristics of neuroticism, extraversion, openness, agreeableness, and conscientiousness of students belonging to single-parent, two-parent and multi-child families (p <0.05). Also, no significant gender differences were found among the five personality traits of male and female students of single, two and multiple children (p <0.05). Conclusion: Student personality traits of single-child, two-child and multiple-child families. Happiness, life satisfaction and hope for the future are higher in single-parent families than single-parent families. In the present study, the agreement and extraversion of single children were higher than two children and multi children. Extraversion also includes traits such as positive thinking, happiness, life satisfaction and hope for the future. To illustrate this incongruity, it can be stated that single children in their families do not have conflicts with their peers and always remain in the strong position of the first child who has no successor and who has not been affected by the birth of the next child. Cause higher extravasation of this stratum.

Purpose: The Purpose of the present study was Examining the effectiveness of problem solving skills training on psychological Hardiness and cognitive emotion regulation strategies of high school students in Tehran. Methodology: Method of research was an applied one in terms of purpose and a quasi-experimental in terms of data collection with pretest-posttest, control group, random assignment of subjects. Statistical population included all female students studying in Tehran in 1396-97. Forty students were assigned through convenience sampling. That is 40 students were split into two groups, assigning 20 to each, one group as control and the other as experiment group. The experiment was trained problem solving (8 sessions, lasting 90 minutes each); the control group received no treatment(training). To collect data, the Psychological Hardiness Scale (Kobasa,1979) and cognitive emotion regulation strategies (Garnefski et al, 2001) were used. Data analysis based on the data obtained from the questionnaires through SPSS-v22 was done at 0.05 significance level in two parts, descriptive and inferential (Covariance analysis). Findings: The Results showed that problem solving skills training affected on adolescent’s psychological hardiness and cognitive emotion regulation strategies (p<0.001). Conclusion: Therefore, Problem solving skills training can be used as an effective intervention to improve psychological hardiness and cognitive emotion regulation strategies in high school students.

Purpose: The aim of this research was to study the relationship of social and cultural capitals with academic motivation. Methodology: It was an applied study in terms of purpose and a descriptive-correlational one in regards to the method. The statistical population consisted of 14500 high school students of the Ilam province in the school year 2019-2020. The sample included 380 subjects chosen based on Morgan Table by multistage cluster sampling method. The tools of gathering data included the Vallerand Academic Motivation Questionnaire (1992); the social capital used for measurement of state social capital (2015), and the cultural capital self-made questionnaire which was validated based on the opinion of instructors with a reliability (Cronbach’s alpha) of 0.84. SPSS and structural equations in Amos were used to study the research hypotheses based on correlational coefficients and regression. Findings: Findings showed that the social and cultural capitals were significantly related with the academic motivation at (P<0.001, R=0.37) and (P<0.001 and R=0.53). Results of structural equations showed that social capital had direct significant influence on academic motivation (the standard regression coefficient was 0.49). “Cultural capital” with a standard regression coefficient of 0.68 had a direct significant influence on “academic motivation” and its indirect effect through “social capital” on “academic motivation” is 0.25. Altogether both social and cultural capitals directly and indirectly indicated the academic motivation variance at R2= 0.45. Conclusion: Taking the significant role of the cultural and social capitals in academic motivation found in this study, it seems mandatory to heed to these concepts in the academic system.

Purpose: The purpose of present study was determining the effectiveness of academic buoyancy training on academic engagement and adjustment to school in firth high school students. Methodology: This study in terms of purpose was applied and in terms of methodology was semi-experimental with a pretest and posttest design with control group. The research population was firth high school girl students of District 9 of Tehran city in academic years of 2019-20. The research sample was 50 people who were selected by available sampling method and randomly replaced into two equal groups (each group 25 people). The experimental group underwent 12 sessions of 70-minute academic buoyancy training and the control group did not see training. Research tools were the questionnaires of academic engagement Fredricks and et al (2004) and adjustment to school Sinha & Singh (1993). Data were analyzed with chi-square, independent t and multivariate analysis of covariance methods in the SPSS version 21 software. Findings: The findings showed that the experimental and control groups had a significant difference in both variables of academic engagement and adjustment to school. In the other words, academic buoyancy training led to increased academic engagement and adjustment to school in firth high school students (P<0/05). Conclusion: Based on the results, it is recommended that school counselors and psychologists used the academic buoyancy training method to improve academic characteristics, especially to increase academic engagement and adjustment to school.

Purpose: The aim of this research was investigating the relationship of teachers’ emotional maturity and perception of teacher behavior and students' academic buoyancy. Methodology: Present study in terms of purpose was applied and in terms of implementation was descriptive from type of correlation. The research statistical population was all teachers and students of fofth and sixth grade of elementary school (86 teachers and 2576 students) of Neyriz city in 2018-19 academic years. According to Krejcie and Morgan table, the research sample was 70 teachers and 350 students who were selected by cluster sampling method. The research tools were the questionnaires of emotional maturity (Singh & Bhargava, 1990), perception of teacher behavior (شریفی, 1989) and academic buoyancy (DehghaniZadeh & HoseinChari, 2012). Data were analyzed by methods of Pearson correlation coefficients and multivariate regression with enter model in SPSS software version 22. Findings: The findings showed that teachers’ emotional maturity and dimensions of social Incompatibility and lack of independence had a negative and significant relationship with perception of teacher behavior and teachers’ emotional maturity and dimensions of personality collapse and lack of independence had a negative and significant relationship with students' academic buoyancy. Other results showed that the dimensions of teachers’ emotional maturity could significantly explain 7.8% of changes in perception of teacher behavior and 11.7% of changes in students' academic buoyancy (P<0.05). Conclusion: According to the results of the present study, to improve the perception of teacher behavior and students' academic buoyancy can be increased the teacher's emotional maturity and its dimensions.