The aim of this study was to examine the role of parental GOAL EMPHASES on the self-regulated learning of senior students from Shiraz high schools. The participants were 722 students (379 females, 343 males) from district 1 and 4 of Shiraz high schools selected by multistage cluster sampling method. They completed Parental GOAL EMPHASES, and Self-regulation Questionnaires. The results of examining reliability and validity of the questionnaires were satisfying.The results showed a significant positive relationship between parental mastery and PERFORMANCE GOAL EMPHASES and students’ self-regulated learning. Furthermore, meta cognition and cognition were positively predicted by both of GOAL EMPHASES. Motivation was positively predicted by PERFORMANCE GOAL EMPHASES but negatively predicted by Parental mastery GOAL EMPHASES. Results showed no significant differences between male and female students in parental mastery GOAL EMPHASES and learning self-regulation, and cognition. Nevertheless, there was a significant difference between male and female in PERFORMANCE GOAL EMPHASES, meta cognition, and motivation. Girls mean in GOAL EMPHASES and meta cognition are more than boys mean. Boy mean in motivation is more than girls mean.

The aim of the present research was to determine the relationship of metacognitive states, perceived instrumentality and parental GOAL emphasis with academic achievement in learning disabilities students. The population of this study includes all learning disabilities students of Korramabad enrolled in the 2011-2012 academic year. The research sample consisted of 81 students who were selected through convenience sampling. To collect the data, metacognitive states questionnaire, perceived instrumentality and Parental GOAL EMPHASES questionnaire were used. The results of Pearson's correlation analysis showed that predictor variables (metacognitive states, perceived instrumentality and parental GOAL EMPHASES) are positively associated with criterion variable (academic achievement) (p<0.001). Multiple regression analysis showed metacognitive awareness variable and planning from component of metacognitive beliefs, and components of parent's GOAL EMPHASES (mastery and PERFORMANCE) to be predictors of academic achievement in learning disabilities students. These results have applied implications for intervention programming and remedial training for learning disorders.

National Integration is a mutual concept that implies on the differences and similarities. With emphasizing on the similarities this concept makes us integrated and committed around a unique principle and on the other hand make us different from others. Iran is a combination of the different tribes and sub cultures. Identity, religion, common history and geography are important factors among these sub cultures. To enrich national integration in a society, it is necessary that sub cultures identify each other. Persian language -as a common cultural heritage- can play as a catalyzer in the process of this identification. Undoubtedly development of tourism in Iran is a base for interactions of the sub cultures. "Integration" is an old concept in the history of the social sciences and politics. It means coordination between members of the social system. In this article the concept of the National Integration and the factors which affect it has been described with a conceptual frame work. Then role and influence of the tourism have been analyzed for every effective factor.

Introduction: GOAL-directed self-talk, as a form of organic self-talk, serves as a supportive mechanism for the development of various psychological, leadership, relaxation, and concentration skills. It employs self-regulatory strategies to prevent or address psychological challenges. Aim: The aim of the present study was to study the effect of organic self-talk on metacognition and PERFORMANCE in Exhausting task. Method: This study employed a quasi-experimental design, involving 48 voluntary participants selected from physical education students. The participants were randomly assigned to either a self-talk intervention group or a control group. Initially, a pre-test was conducted to assess participants' PERFORMANCE in an exhaustive task using the Bruce test, as well as their metacognitive abilities using the Metacognition and Metaemotion Questionnaire for Athletes. Subsequently, a GOAL-Directed Self-Talk protocol was developed based on psychological challenges encountered in endurance tasks and delivered to the self-talk group across three training sessions. Following the intervention, a post-test was administered to measure the same variables assessed at baseline. Data were analyzed using analysis of covariance (ANCOVA) at the 0.05 significance level in SPSS. Findings: The results of ANCOVA indicated that GOAL-directed self-talk significantly enhanced PERFORMANCE in the exhaustive task (F (1, 45)=61/5, p>0/001). Additionally, the intervention led to a notable increase in participants' metacognitive thinking (F (1, 45)=27/2, p>0/001). Conclusion: Overall, GOAL-directed self-talk facilitated athletes' adaptation to psychological challenges encountered during the exhaustive task by enhancing their self-awareness. Consequently, it may serve as an effective intervention for improving endurance PERFORMANCE.