One of the factors that can be the link between our intentions and actions and their external consequences is human agency, which indicates the conscious design and intentional execution of actions by the individual in order to influence future events.Objective and Method: This research with a developmental approach of psychometric method and method 1, examines the psychometric indices of the Human Factor Characteristics Scale using the classical theory of test score measurement and the graduated question-answer theory. The purpose of this study, which included high school students in Tehran, was selected by cluster sampling of 500 people as a sample size and statistical analysis was performed on 481 data. To collect the data, the ion Human Agent Characteristics Scale (2011) was used and the research questions were evaluated using IRTPRO and SPSS software.Results:The assumption of local independence based on Pearson x2 index was established by applying Simjima's calibrated question-answer theory and the assumption of being one-dimensional based on the analysis of multidimensional question-answer theory. Diagnosis parameters with question-answer approach and classical approach Test score Both item 25 approach had the lowest and item 2 had the highest diagnosis parameter. The answer thresholds for all the questions were so far apart that no option was covered by the other option, and the options were independently selected by individuals at intervals of theta. The total scale was calculated with Cronbach's alpha of 0.945, intentionality of 0.894, foresight of 0.780, self-reactivity of 0.871 and rethinking of 0.762. Also, the role of each item in internal consistency was investigated by the loop method, which all questions had a favorable role in internal consistency of this scale. The value of the validity coefficient obtained from the question-answer theory was obtained by marginal method for intentionality 0.92, forethought 0.85, self-reaction 0.91, rethinking 0.83..

The current research was conducted with the aim of the effect of attachment style on emotion regulation with the mediating role of identity style. The research method was descriptive and structural equation analysis. The statistical population of the research was all second year high school students of Kashan city in the academic year of 1400-1401, of which 500 people were selected by random cluster method. Data were collected based on three questionnaires: Gross & Jan (2003) Emotional Regulation Inventory, Identity Style Scale (6G-ISI) and Collins and Reid (1990) Attachment Style Questionnaire. The data are obtained by structural equation modeling and using Laserl 8.8 and 26 spss software. analyzed. Based on the results, secure attachment style at a significance level of 0.01, avoidant attachment style at a significance level of 0.05, and ambivalent attachment style at a significance level of 0.01 directly predicted emotion regulation. Among the three attachments, secure attachment style predicted emotion regulation at a significant level of 0.01, with the mediation of identity styles. Informational identity style at a significance level of 0.01, confused identity style at a significance level of 0.05 directly predicted emotion regulation. Among the three attachments, only the secure attachment style at a significance level of 0.01 had a significant role in predicting the normative identity style. According to the results of this study, emotion regulation is one of the most important constructs of educational psychology and an important factor in determining mental health and successful performance. It is in education that the factors affecting emotion regulation and its antecedents should be identified. Planning for training and holding educational workshops in this field in schools is suggested for students.

Self-regulation is one of the major topics in psychology which has recently received the attention of a great number of scholars and specialists. In this article, first self-regulation is defined and then Zimmerman’s academic self regulation theory is introduced. Next, the necessity of teaching self-regulation, as one of the important learning strategies that has a great role in students’ academic achievement, is dealt with.

Aim and Background: The absence of parents causes problems in the social and psychological development of students in quasi-family centers. The use of pretend play can correct these problems. The purpose of this research was to determine the effectiveness of pretend play on the theory of mind and emotional self-regulation of homeless children under welfare. Methods and Materials: The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the present study consisted of children covered by the welfare of Kerman city in the first half of 2023, from which 28 children were selected by an available sampling method and they were randomly divided into two experimental (14 people) and control (14 people) groups. In order to collect data, emotional self-regulation questionnaires of Shield and Cicche, theory of mind and pretend play protocol were used for two months in 8 sessions of 60 minutes in person. A multifarious covariance data test was used to analyze the data. Findings: The findings of the research showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.05 between the mean of the post-test of emotion self-regulation and theory of mind in the two experimental groups and the control group. Conclusions: As a result, the educational method of pretend play can be used in order to reduce the psychological problems of life in quasi-family centers and to create adaptive skills of social life with an effect on self-regulation of emotion and theory of mind.

Undoubtedly, prevention of traffic accidents is of the most critical problems in our country. Although Government and governance efforts have helped to reduce the number of casualties and traffic accidents so far, the combination of these efforts in this field have not achieved a significant success yet. Hence, what is the role of government and governance in resolving such crisis? Is government the only actor of traffic regulation and safety? And in this way, is the law enforcement and employing authority accounted for the only means of regulating safe traffic? In fact, a part of the knot of this crisis could be untied through the answer to these questions. Taking advantage of the concepts of responsive regulation theory, not only will be expanded the arena for the simultaneous presence of government, public institutions and the market, but also regulatory tools will be equipped with economic and social tools in addition to authority and coercion. Indisputably, laying the groundwork for the presence of multiple actors beside putting into service the various tools will be a more comprehensive response to the crisis of traffic violations and accidents.

This article introduces, analyzes, and criticizes the work of Lawrence M. Hinman, Ethics: A Pluralistic Approach to Moral Theory. Hinman is a Philosopher of Ethics in the multimedia learning. He believes that multiculturalism is important factor of nowadays so the most important responsibility of philosophers of Ethics is prevention of moral conflict. The global communication and information in 21st century needs global tolerance and respect of various nations, cultures, and moralities together because different people and societies have a common human nature and common natural rights that obligate to justice and moral relationship between different people and various societies’ beliefs throughout the world. Moral communication in multiculturalism approach is against racial, gender, national, and ethnic prejudice. Hinman believes in moral dialogue and global learning across different cultures. The book of Ethics: A Pluralistic Approach to Moral Theory has a proper category of new ethical problems, and the candid standpoint of author is considerable. He has a logical method, and in the end of every part of book there are some questions for evaluation of students learning. So this book is proper for the philosophy of ethics in universities.