Background: Achievement motivation is one of the critical variables that predict educational achievement and success in the future. Therefore, the identification of effective factors upon achievement motivation may be one of the basic subjects in education. The present study aimed to evaluate the structural model of educational self-regulation based on learning strategies by the mediator of achievement motivation among students. Methods: The present study was correlation research with structural equation modeling (SEM). The statistical universe of this study consisted of all boy and girl students at secondary high schools in 2017-2018. The multistep random cluster sampling selected 375 (215 girls and 160 boys). Data gathered by the Bouffard educational self-regulation questionnaire, learning strategies questionnaire, attributional style questionnaire, and Herman’s achievement motivation questionnaire. Data analysis gathered by path analysis and structural equations with Lisrel 8.80 software. Results: The research results indicated the direct effects of learning strategies and attributional styles upon achievement motivation (P<0.05). Also, model fitting indicated indirect effects of learning strategies and attributional styles by achievement motivation upon students learning self-regulation (P<0.01). Conclusion: Research results indicate that self-regulation learning strategies are educational. The teaching of these strategies is effective in increasing internal attribution style for positive events and decreasing this style for adverse events among students.

Procrastination is a prevalent behavior affecting all life aspects, especially educational fields. Educational procrastination is defined as unnecessary delay for doing assignments. Personality traits are very important in explaining procrastination. This study aimed to investigate the structural model of academic procrastination based on personality traits by student's educational motivation. Materials and Methods: In the current cross-sectional descriptive-analytical study, the participants consisted of 400 students (171 boys and 231 girls) of secondary high school in Bojnord City, Iran in 2017-2018 academic year. The students were selected by the multistep random clustering sampling method from 3 girls' high schools and 3 boys' high schools (3 classes from each high school) from the north, south, east and west districts of the city. The relevant data were gathered by Academic Procrastination Scale, personality traits, and educational motivation questionnaires. Data analysis was done by structural equation modeling in LISREL V. 8.80. Results: According to model fitting, direct effect of neuroticism conscientiousness and educational motivation upon academic procrastination was significant (P˂0.05). Also, the standard effects of neuroticism and conscientiousness upon educational procrastination (by educational motivation) were significant (P˂0.05). Conclusion: According to the results, anxiety management training for neurotic persons, as well as improving agreeableness rate will result in an increase in educational motivation and, in turn, a decrease in academic procrastination.

Nostalgia is described as a stressful reaction to being away from home or attachment objection (like parents). According to the thought emotion theory, affection and cognition are very important in creativity process. Objectives: The present study compares the effectiveness of creativity therapy and group counseling based on the choice theory on the nostalgia and thought emotion of university students. Materials and Methods: The participants of this study included all students referring to the counseling center of Payame Noor University, Sari Center, in 2016-2017 academic year. The convenience sampling method was used for the selection of the subjects. The sample consisted of 45 individuals who were randomly divided into two experimental and one control group (n=15 in each group). In pretest, the exile feeling and thought emotion questionnaires were administered to all groups. One experimental group received the creativity therapy and the other group counseling training based on the theory of choice in eight 90-minute sessions for 2 months. The control group did not receive training during this period. After completing the training, posttest was obtained from three groups. The obtained data were analyzed using covariance analysis in SPSS V. 16. Results: The results showed a significant difference between the effectiveness of creativity therapy training and group counseling based on choice theory in relieving students' nostalgia and thought emotion (P<0.05). Also, the experimental interventions (group training based on group choice theory and creativity therapy) decreased the nostalgia and reduced thought raptus and increased thought dynamism in students. Conclusion: Creativity therapy training and group counseling based on choice theory may be effective in improving nostalgia and thought emotion in students.

Background: According to findings educational psychologist’s motivation has important effect upon student’s achievement and performance. Therapists and psychologists have tried to study the methods of motivation improving in students. The present study compares the effectiveness of creativity therapy training and group counseling based on the choice theory on motivation improving in students. Methods: The participants of this study included all students referring to the counseling center of Payam Noor University, Sari center, in the academic year of 2016-2017. The convenience sampling method was used for the selection of all the subjects. The sample consisted of 45 individuals who were randomly divided into 3 experimental and control groups (15 individuals per group). In pre-test, the motivation improving questionnaire was administered for all groups. The experimental groups received the training of creativity therapy and group counseling based on the theory of choice in 8 (90 minutes) sessions for 2 months. The control group did not receive training during this period. After completing the training, post-test was obtained in 3 groups. Data were analyzed using covariance analysis by the SPSS-16. Results: The results showed that there is a significant difference between the effectiveness of creativity therapy training and group counseling based on choice theory in promoting students motivation (P<0.05). Also, group counseling based on choice theory had more effect upon students motivation improving than creativity therapy (P=0.001). Conclusion: Creativity therapy training and group counseling based on choice theory may be effective in improving motivation in students.

The aim of the present study was to model the mediating role of self-efficacy in the relationship between risk perception and psychological vulnerability in adolescents with social anxiety disorder. Methodology: The method of this research was correlation research based on structural equation modeling method. The statistical population of this study was all first grade students in the second-high school of Sari in the academic year of 2018-2019. 260 subjects were selected using stage sampling method and Rundmo & Iversen Risk Perception Questionnaire ( 2004), Social Anxiety Inventory (SPI), Psychological Injury Questionnaire (SCL-25) and Child and Adolescent Self-Efficacy Questionnaire (SEQ-C) Answered. The statistical method of the research was structural regression equations according to spss24 and Amos23 software. Findings: The results showed that self-efficacy had a significant mediating role in the relationship between risk perception and psychological vulnerability in adolescents with social anxiety disorder, and there was a significant negative correlation between the components of risk perception and self-efficacy with psychological vulnerability. Conclusion:The results of this study emphasize the necessity of risk perception as well as the mediating role of self-efficacy on adolescents' psychological vulnerability..