The present research investigates the mediating role of resiliency in the relationship to life satisfaction and happiness. The study uses correlation and the research population consisted of 241 female students from the University of Tehran who were chosen with the simple random sampling method to answer the questionnaires. To measure the variables of the research, the scale of life satisfaction proposed by Diener et al. (1985), the resiliency of Conner and Davidson (2003), and Oxford happiness (1989) were utilized. The results which were attained using the method of structural equation modeling demonstrated that the exogenous variable of life satisfaction has a significant direct effect on happiness. In addition, according to the results, the relationship between life satisfaction and happiness is mediated by resiliency. In this pattern, all the regression weights were significant from a statistical perspective, and in general, the results show that life satisfaction affects happiness directly and via the mediation of resiliency.

Some of the key issues in educational psychology are the way of students' engagement at school, controlling anxiety, and academic achievement. In line with that, the purpose of the present study is to determine the relationship between variables that are basic psychological needs, academic engagement, and test anxiety with regard to structural equation modeling. Therefore, the cluster sampling of 289 female students of Hamedan province was carried out in some phases. Also, the participants were supposed to fill some questionnaires on aspects of academic engagement (Reeve & Tseng, 2011), basic psychological needs (La Guardia, 2000), and Ahwaz inventory test anxiety (2002). The results of structural equation modeling show that exogenous variable of basic psychological needs effects directly positive and significantly on academic engagement; also, effects directly negative and meaningfully on test anxiety. However, the indirect effect on test anxiety because of academic engagement is not significant. The justification is that the relationship between academic engagement and test anxiety is not meaningful. According to findings, basic psychological needs can be highlighted as the most important factor so as to increase academic engagement of students, and decrease their test anxiety.

Despite the role of agency in schools, few researchers have addressed the issue. The present study aims to analyze the relationship between agentic engagement, basic psychological needs, and test anxiety by using structural equation modeling. For this purpose, 289 female students in math-physics and basic sciences were selected as the samples by using multistage cluster sampling. Reeve and Tseng's aspects of students' engagement during learning activity, La Guardia's et al. basic psychological needs, and Ahvaz test anxiety scale were used as data collection tools. The results of structural equation modeling indicated that agentic engagement positively influenced the basic psychological needs such as autonomy, competence, and relatedness while it could negatively affect test anxiety with the mediatory role of basic psychological needs. In conclusion, agentic engagement can be regarded as a critical variable in affecting the basic psychological needs and reducing test anxiety.

<p>This study investigated the mediation role of intrinsic and extrinsic motivation in the relationship between creative educational environment and metacognitive self-regulation. Participants were 300 girls, selected randomly from the girl hostel in university of Tehran. Participants completed Akoal’s creative educational environment questionnaire, AMS academic motivation questionnaire and self-regulated learning strategies questionnaire MSLQ. To examine reliability of measures, Cronbach alpha coefficient and to determine validity factor analysis were used. The path diagram of hypothetical model was tested. Findings revealed the relationship between the models variables. So, teachers who want their students have a high intrinsic motivation in addition to create a conditions for free choice, should be confide the students, support ideas and give time to the idea, consider duties that are challengeable, teach debate, conflict and risk to their students and also with regard to the vitality, joy, dynamism and humor, create education environment for the development of their creativity. By creating such an environment, intrinsic motivation and using meta-cognitive self regulation becomes more. Implications and suggestions for future studies are discussed.</p>

<p class="Normal1">The need for competence sense, autonomy and relatedness are the needs if are supplied have a significant impact in the individual’s mental health. For a true understanding of the needs, the need to identifying is its thinking base. In this paper in the descriptive- analysis method, this intellectual infrastructure is proposed as naturalism and the origins and theoretical foundations self-determination on the basis of intellectual self-deploy, so it can be done if naturalism raising children are investigated on the basis of the infrastructure intellectual needs and as a result of it, if a child be educated by naturalism method can be effective on physiological and basis needs and as a result on self-determination of child. The naturalism doctrine can provide essential context to satisfy the basic psychological needs and thus self- determination. According to the doctrine of naturalism, intervention in nature must be appropriate to the stage of development that the child is at that stage, and it does not exceed, the intervention must be improved, not changer. Leave children to be free and the nature guide him the way he should go. Monitor his actions away. Give him tool feedback, not the executive one.</p>