This study explores the Motivational components within teacher rating systems and their impact on professional growth Motivation. Employing a systematic review approach, it investigates texts pertaining to teacher rating systems, Motivation, and professional development literature. By examining various texts and research findings on teacher Motivation, factors influencing teacher ratings based on general, specialized, and professional competencies, as well as experience, are identified. Drawing parallels with Herzberg's Motivational theory, this study provides recommendations to bolster teacher Motivation and job satisfaction through improvements in the rating system.

The present research aimed to investigate the effect of teaching self-regulation strategies (Cognitive and meta-Cognitive) on educational Motivation of female first-grade high school students of Islamshahr City. To achieve this end, 56 students were selected through multi-step cluster sampling method from among all first-grade high students in Islamshahr and were randomly assigned to two groups of experimental and control. First, both groups were participated in the pre-test (educational Motivation); then, the experimental group received ten 90-minute sessions of self-regulation strategies. At the end, both groups took post-tests. Data analysis indicated significant positive effect of teaching self-regulation strategies on different aspects of educational Motivation.

Objective: The present study aimed at examining the effect of multidimensional Motivation interventions based on Martin's model on Cognitive and behavioral components of Motivation. Methods: The research design was prospective with pretest, posttest, and follow-up, and 2 experimental groups. In this study, 90 students (45 participants in the experimental group and 45 in the control group) constituted the sample of the study, and they were selected by available sampling method. Motivation interventions were implemented for fifteen 60-minute sessions 3 times a week, which lasted for about 2 months. Data were analyzed using repeated measures multivariate variance analysis test. Results: The findings revealed that multidimensional Motivation interventions resulted in a significant increase in the scores of Cognitive components such as self-efficacy, mastery goal, test anxiety, and feeling of lack of control, and behavioral components such as task management. The results of one-month follow-up indicated the stability of the created changes in test anxiety and Cognitive strategies; however, no significant difference was found between the 2 groups at the follow-up in self-efficacy, mastery goals, source of control, and Motivation. Conclusions: The research evidence indicated that academic Motivation is a multidimensional component and is affected by Cognitive and behavioral factors; therefore, researchers, teachers, and other authorities should attend to these factors to increase academic Motivation.

Sluggish Cognitive Tempo is used to describe a particular type of attention deficit, concentration, and slowness in information processing. The aim of this study was to investigate the psychometric properties of the Sluggish Cognitive Tempo Scale (SCTS) of the parent form among Iranian children. The present study is a descriptive study. A sample of 1700 people was selected from the provinces of Tehran, East Azerbaijan, West Azerbaijan, Kurdistan, Fars and Khorasan using cluster sampling method. 122 subjects were excluded from statistical analysis due to incomplete answers to the questionnaires and thus the final sample was reduced to 1578 parents. The confirmatory factor analysis method and internal consistency were used to compute the Sluggish Cognitive Tempo Scale factorial validity and reliability, respectively. Also, in order to examine the construct validity of the Sluggish Cognitive Tempo Scale, we computed correlations between different dimensions of Sluggish Cognitive Tempo Scale with Attention Deficit Subscale of Mental Health Assessment Questionnaire for Children and Adolescents. The results of statistical results showed that this scale has structural validity, criterion and convergence in Iranian society. The results indicate that the scale is three factors and also the validity of the scale using Cronbach's alpha method and retest test after Approved two weeks. According to the findings of the present study, the parent form of the Sluggish Cognitive Tempo Scale (SCTS) has a good validity and reliability and it can be used in research related to slow Cognitive multiplication in Iranian society.