This study aimed to determine the relationship between affective structures and academic burnout among male and female third-grade high school students in Zahedan in the academic year 2016-2017. The current descriptive-correlational study had a sample including 362 students selected using a multistage cluster sampling method. To collect data, Academic Burnout Questionnaire (Berso et al., 1997) and Positive and Negative Affect Schedule were used. Results of the present study indicated that positive affect was significantly and diversely correlated to subscales of academic burnout (academic fatigue, academic apathy, and academic inefficiency). Moreover, negative affect was significantly and directly correlated to all the subscales of academic burnout. Results of an independent t-test demonstrated that there were no significant differences between the male and female students with regard to positive and negative eafects. However, academic burnout was higher among the male students compared to their female counterparts. Furthermore, results of a stepwise regression analysis showed that in the first step, positive affect alone predicted 22% of the variance in academic burnout and, in the second step, negative affect increased the power of predicting academic burnout to 28%. Given the predictive power of affective structures (28.2%, p<0.001), they can be affectively applied to prevent academic burnout.

This study aimed to examine the impact of teaching philosophy for children in developing critical thinking and self-efficacy among students. The current study had a statistical population constituting of all female first-grade junior high school students in Khash in the academic year 2017-2018. Among these students, a corpus of 54 students (27 people assigned to an experimental group and 27 people assigned to a control group) was selected as a sample using a convenience sampling method. The experimental group was taught philosophy; however, the control group did not receive any training. To collect data, Sosu Critical Thinking Disposition Scale and Muris et al. Self-Efficacy Questionnaire for Children and Adolescents were used. For data analysis, using descriptive statistics, means and standard deviations were calculated and by applying inferential statistics, initially, differences between pretest and posttest scores were calculated and these differences between the scores obtained by the control and experimental groups were determined by conducting an independent t-test. Results indicated that there were significant differences in components of critical thinking, critical thinking, and self-efficacy between these two groups. In other words, teaching philosophy for children had a positive impact on increasing self-efficacy, critical thinking, and its components (critical openness and reflective skepticism).

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Th is study aimed to examine the relationship between personality types and sense of humor and their association with teachers' performance improvement. Th is descriptive study followed a correlational design. Based on Morgan's table, a corpus of 201 elementary school teachers in Nehbandan was selected as a sample, using the stratifi ed random sampling method. Th e data collection tools were the Williams and Anderson Task Performance Scale (1991), the Eysenck Personality Inventory (1975), and the Moghimi and Ramazani Sense of Humor Questionnaire (2001). Th e results indicated that extraversion was signifi cantly and positively related to the teachers' performance and sense of humor and neuroticism was signifi cantly and negatively correlated with the teachers' performance and sense of humor. Moreover, a signifi cant and positive relationship was found between a sense of humor and the teachers' performance improvement. Furthermore, the results of regression analysis demonstrated that extraversion, neuroticism, and a sense of humor could predict the teachers' performance.

The presented study aimed to determine the relationship between affective structures and academic burnout among male and female third grade high school students in Zahedan in the 2016/2017 school year. The descriptive-correlational study had a sample including 362 students selected with the use of a multistage cluster sampling method. To collect data, the Academic Burnout Questionnaire (Berso et al., 1997) and Positive and Negative Affect Schedule (Watson et al., 1988) were used. Results of the present study indicated that positive affect was significantly and diversely related to the subscales of academic burnout (academic fatigue, academic apathy, and academic inefficiency). Moreover, negative affect was significantly and directly related to all the subscales of academic burnout. Results of an independent t-test demonstrated that there were no significant differences between the male and female students with regard to positive and negative affects. However, academic burnout was higher among the male students compared to their female counterparts. Furthermore, results of a stepwise regression analysis showed that in the first step, positive affect alone predicted 22% of the variance in academic burnout and in the second step, negative affect increased the power of predicting academic burnout to 28%. Given the predictive power of affect, it can be effectively applied to prevent academic burnout.