The purpose of this research is to determine the relationship between moral intelligence and academic self-efficacy with the mediation of academic engagement of Students in Mahabad city. The method of descriptive-survey research was of the correlation type and the statistical population was all 2831 secondary school female Students of Mahabad city, of which 338 were selected by cluster sampling using Morgan's table. Data collection tools were standardized questionnaires of moral intelligence of Lenik and Hill (2005), academic self-efficacy of Jinks and Morgan (1999) and academic engagement of Fridix et al. (2006). The results of hypothesis testing were analyzed by spss and pls software and using correlation tests and structural equation modeling. The results showed that moral intelligence has a positive and significant relationship on academic self-efficacy with the mediation of academic conflict (0.31). Also, the results indicated that there is a positive and significant relationship between moral intelligence and academic self-efficacy components (0.52). The relationship between moral intelligence and academic engagement components was positive and significant (0.76) and finally, academic engagement has a positive and significant relationship with academic self-efficacy (0.41). Therefore, by increasing moral intelligence and consequently increasing academic engagement, it is possible to provide the basis for increasing academic self-efficacy in secondary school female Students of Mahabad city.

Background & Objectives: In academic life, Students face various challenges, obstacles, and pressures specific to this life. Some Students overcome these obstacles and challenges, but other Students fail in this field and suffer from academic stress. In the current situation, academic stress is one of the most important challenges that most learners experience, which may have a negative impact on the academic vitality and academic enthusiasm of Students. Various research findings have shown that Students who are cognitively and emotionally interested in learning are more likely to spend more time and effort on homework and study, and experience less stress than Students who are less emotionally and cognitively eager. According to what was said, the present study was conducted to determine the effectiveness of stress immunization training on academic vitality and academic enthusiasm of Students with academic stress. Methods: The research method was quasi–, experimental with a pretest–, posttest design with a control group. The statistical population of the present study included all tenth–, grade Students of the second secondary school in Ahvaz in the academic year 2020–, 2021. To select the samples, first, a cluster was selected from the education districts of Ahvaz City, Iran using cluster random sampling method. Then, two schools were selected from the secondary school girls in this area. Due to the outbreak of the coronavirus, a link to the questionnaires was sent to the Students' parents. Under parental supervision, the Students filled out the academic stress questionnaire. The sample is recommended in thirty experimental designs. Through the results, 40 Students who had the highest score (150 and above) on the academic stress Questionnaire (Zajacova et al., 2005) were selected and randomly assigned to the experimental and control groups (n=20 for each group). The intervention protocol was based on the Meichenbaum study (1974), which was arranged in eight 90–, minute sessions once a week for two months and was performed only for the experimental group. For data collection, academic Enthusiasm Questionnaire (Fredricks et al., 2004), academic Vitality Scale (Dehghanizadeh & Hossein Chari, 2012) and academic stress Questionnaire ( Zajacova et al., 2005) were used. The data obtained from the research were analyzed by descriptive statistics (mean and standard deviation) and inferential statistics (multivariate covariance analysis method) using SPSS version 22. The significance level of all tests was considered 0. 05. Results: The results showed that the academic vitality (p<0. 001) and academic enthusiasm (p<0. 001) of Students with academic stress in the experimental group was significantly higher than Students with academic stress in the control group after eliminating the effect of the pretest. According to Eta results, the variables of academic vitality and academic enthusiasm were 82% and 75%, respectively, affected by the intervention with stress immunization training. Conclusion: Based on the findings of the study, stress immunization training is effective in increasing the academic enthusiasm and academic vitality of Students with academic stress. Therefore, the mentioned training can be used by counselors and therapists to improve the academic vitality and academic enthusiasm of the Students.

AbstractThe aim of this study was to investigate the validity, reliability and factor structure of the "How I Think" questionnaire to assess cognitive distortions in Iranian Students. The present research design is descriptive and psychometric studies. The statistical population of this study included all male high school Students in city Dezful in the academic year 1399-1400, from which 316 Students were selected by multi-stage random sampling and completed the How I think and Bass and Perry Aggression Questionnaires (for Convergent validity). Factor analysis, Cronbach's alpha and Pearson correlation were used to analyze the data using SPSS and AMOS 20 software. The results of factor analysis showed that the questionnaire consists of six factors and has good fit indices. The convergent validity of this questionnaire indicated a satisfactory correlation between the dimensions of the scale "How I think" with the Aggression Questionnaire (p <0.01). Cronbach's alpha and Split- half coefficients for the whole scale and its dimensions ranged from 0.66 to 0.92.The conclusion is that the Persian version of the "How do I think" questionnaire for measuring cognitive distortions in Iranian Students has acceptable psychometric properties and can be used as a valid tool in research, educational and clinical situations.

Purpose: The present research was conducted to explain creativity, based on self-management and creative self-efficacy by mediating of educational engagement in elementary school Students with learning Difficult. Method: The research method was a descriptive-correlation method with a path analysis design in the form of structural equations. The statistics society was included of Students in 4th to 6th grads with learning problems that were engaged to educate in primary schools of Arak city in the academic year of 1400-1401, which were selected 200 boys’ and girls’ Students (100 each gender) with learning problems as the research sample by using the purposeful sampling method. Data gathering tools were include Colorado Questionnaire, Shaffer's creativity questionnaire, Karwowski creative self-efficacy, Houghton and Neck's self-management, and Wilborn's educational engagement, which were completed by teachers and parents of Students with learning Difficult. The collected data were analyzed by using Pearson's correlation coefficients and path way analysis in SPSS and AMOS software. From structural equations modeling method was used to investigate the research model fitness.  Results: The findings showed that the research model have an agreeable fitness. Also acquired coefficients between variables parameters showed that meaningful direct effect of self-management dimensions and creative self-efficacy on educational engagement and creativity. In this means, by increasing the self -management and creative self-efficacy, there is a positive change in the degree of educational engagement and creativity in Students with learning problems. So, the relationships between the variables of the model drawn in this research were confirmed.

Context: Students may develop academic burnout due to various factors, especially in stressful fields. This may cause educational and occupational negative impacts. Aims: The present study was an investigation of the relationship of motivation, self-efficacy, stress, and academic performance with academic burnout among paramedical and nursing Students. Setting and Design: This descriptive-analytic study was conducted in Qom University of Medical Sciences. Materials and Methods: In the present study, 264 nursing and paramedical undergraduate Students were selected through simple randomization. Demographic questionnaire, Maslach Burnout Inventory, academic stress Questionnaire (ASQ), academic Self-efficacy Questionnaire (ASQ), and academic Motivation Scale were used for data collection. The average of university course grades was used as the academic performance scale. Statistical Analysis Used: Data were analyzed by linear regression analysis and descriptive statistics including mean, standard deviation, and frequency. Results: The mean score of academic burnout was 28. 52 ± 15. 84. The results of regression analysis in univariate model showed that all subscales of academic performance variables, i. e., academic motivation, academic self-efficacy, and academic stress of Students, were related to academic burnout (P < 0. 05). It was also found that internal motivation, no motivation, and assurance of self-ability to manage family and work were the most important factors in burnout, and 50% of variance changes was determined in academic burnout (r = 0. 71, r 2 = 0. 50). Conclusion: Based on the results of this study, internal motivation, amotivation, and family work management were identified as the most important decreasing factors on academic burnout. Therefore, promoting academic motivation; recognizing and applying the skills of family– work management; and recognizing the factors affecting stress, motivation, self-efficacy, and academic performance cause Students to be protected against academic burnout.

Fostering critical thinking among senior high school Students in Colombia has been an unfulfilled goal. This undesirable situation has multiple causes: “critical thinking” has become a mere slogan and its meaning and scope have not been clearly specified despite being widely used in the different levels of the education system. Furthermore, the strategies designed to teach critical thinking lack creativity, reinforce rote learning and the sheer repetition of logic rules besides misallocating the goal of reasoning and argumentation by focusing only on rhetorical persuasion. Textbooks and core literature in critical thinking suggest that a critical thinker is someone who always has plenty of arguments to defend her beliefs besides being ready to address even destructive criticism. By contrast, critical rationalism emphasizes the importance of a humble approach, acknowledges error, and portrays a critical thinker as someone who is ready to test her most beloved theories against experience and to reject them in the light of the facts that contradict her beliefs and certainties. We consider that a pedagogical approach enriched with fallibilism might be central for a better education and endorse these views with the results of a case study conducted in Manizales, Colombia, which shows that teaching the basics of logic and argumentation by using the central tenets of critical rationalism fosters critical thinking among senior high school Students

The purpose of this research was to design a model to measure the general competencies of elementary school Students with regard to regard to all domains education and to examine these competencies in elementary school Students from the perspective of school principals and assistants. The present one is of the type of exploratory mixed research projects, and the researchers conducted have been collected using two qualitative methods (comparative analysis and interviews with experts) and quantitative methods (researcher's questionnaire based on the research model). In the qualitative part, at first, using comparative content analysis with Meiring's method and based on the fundamental reform doc ument of Education and other high-level documents, 5 main were extracted and the text of the interview based on these elements and considering all domains education was provided to 8 primary education experts who were selected by purposeful and snowball sampling. The results of semi-structured interviews showed that the general competencies of primary school Students had 8 common themes and 182 sub-themes. In the quantitative part, a researcher-made questionnaire was created based on the research model, and after validating it, it was given to 70 vice-principals and managers (out of 205 people) of schools in Bukan city in the academic year of 1402-1401, who were selected by multi-stage cluster sampling method, it placed. Finally, the results of Friedman's test showed that the performance of Students in spiritual and intrapersonal-ethical competencies is favorable, in learning competencies is weak and in psychological-physical and cultural-social competencies is very unfavorable.